英语阅读元认知训练的实验研究

Empirical Study on Metacognitive Reading Training

以208名非英语专业大一学生为实验对象,分析了课堂上元认知训练对学生英语阅读所产生的可能效果。实验进行了前测、后测、问卷调查和访谈。结果表明:元认知训练能显著提高学生的英语阅读能力,并能促进学生更主动地把元认知知识应用于阅读,提高自主学习的能力;问卷调查和访谈显示了学生对训练总体持认同态度,但还存在分歧。通过实验得到了一定的教学启示。

The effectiveness of metacognitive training on the reading comprehension for 208 Chinese first-year non-English majors college students in classroom context is analyzed. A pre-test, a post-test, questionnaires and an interview were conducted in the investigation. Results of the tests indicated that metacognitive training has significant effects on developing students＇ English reading, that metacognitive training stimulates students to apply metacognitive knowledge in reading, which improves students＇ autonomous learning ability in return. The questionnaires and interview revealed that most students welcome the training while some have some reservations about it. Implications for the classroom were discussed.