大学英语阅读低分者元认知策略培训的有效性研究

A Study of Effectiveness on EFL Reading Metacognitive Strategy Training

本文通过对英语阅读水平较差的大学二年级非英语专业学生进行为期十周的元认知策略培训，了解大学英语阅读低分者元认知策略培训的有效性。研究结果显示：阅读成绩较差的学生对阅读学习策略不甚了解，尽管阅读策略时有使用，但元认知策略通常未被使用，短期的策略培训对加强元认知及其阅读策略使用有效，但对阅读成绩的提高尚未产生非常显著的效果。研究结果对大学英语教学有一定的启示。

This paper reports an empirical study on a ten-week metacognitive reading strategy training for less efficient non-English major sophomores The major findings are as follows：1） relatively poor university students in reading performances have limited knowledge of reading strategy ;2） metacognitive strategies are usually not employed while cognitive ones are sometimes used ;3） short-term strategy training is effective in their use of strategies, especially metacognitive ones;however,it does not prove to be as significantly effective in reading performances as in strategy use ical implications for EFL teaching and learning in Chinese universities.