自我提问对大学生英语阅读理解的效应

The Application of Microgenetic Study to the Effects of Self-questioning on EFL Reading Comprehension

该文以图式理论、元认知理论和积极加工理论为依据,采用微变化的研究方法,以华南农业大学122名学生为实验对象,就自我提问策略对中国大学生外语阅读理解的效应进行了探索,结果发现:自我提问策略能够促进中国大学生外语阅读理解;通过自我提问策略培训,阅读水平较低的学生阅读理解能力收获最大;学生的阅读理解水平与他们能提出的问题类型显著相关,提出问题的认知水平越高,其阅读理解水平越高,反之亦然;对外语学习进行自我提问策略培训能够提高学生的提问水平。

With schemata, metacognition and active processing theory as the theoretical bases, this paper explored the effects of self-questioning strategy on EFL reading comprehension at college level with 122 students in South China Agriculture University as the subjects through a microgenetic study. The main findings of this study include： self-questioning helps to enhance EFL reading comprehension; low-level reader benefits most when received Self-questioning strategy training; there is a significant correlation between types of questions and reading comprehension; self-questioning strategy training helps students to raise more highly cognitive questions.