摘要
本文对中国大学生在阅读测试和平时阅读两种不同环境下使用元认知策略的关系进行了调查。80名新生先后分别做了阅读测试和平时阅读以及相应的元认知策略调查表。结果显示元认知策略的使用与阅读考试成绩密切相关;阅读成绩高的学生比低的学生更积极地使用元认知策略;当相同策略被使用时也呈现相同的结果。本实验证明了由于在不同的阅读环境中,阅读目的不同,英语学习者将会采用不同的元认知策略。
This article reports on an investigation into the relationship of learners' use of metacognitive strategies to the EFL reading in test situation and non-test situation.The results suggested that(1) the use of metacognitive strategies had a positive relationship to the reading test performance;and(2) successful test-takers reported significantly higher metacognitive strategy use than unsuccessful ones in the test situation and non-test situation;(3) When the same strategies were used,successful test-takers reported significantly higher metacognitive strategy use than unsuccessful ones in the test situation and non-test situation.
关键词
测试环境
非测试环境
元认知策略
test situation
non-test situation
metacognitive strategies
