摘要
本文使用定性和定量两种研究方法，以Flavell的元认知理论框架为依据编制二语英语阅读元认知评价量表，对实验班45名学生进行为期16周的元认知训练以探讨二语阅读元认知训练中阅读水平和元认知体验的交互作用。研究分析发现阅读水平和元认知体验影响元认知技能习得的不同方面，这一结果对教师使用合适的阅读教学策略具有重要启示意义。
This paper, through qualitative and quantitative researches, investigates the interaction between metacognitive experience and reading level in the metacognition training in L2 reading. It involves an L2 metacognition scale designed on the basis of Flavell＇s theoretical framework of metacognition and a 16-week training program in English reading metacognition among 45 students. The study resuh indicates that there are significant differences in the use of metacognition and strategies among students with various metacognitive experiences and reading levels, which is hopefully insightful for teachers to identify appropriate strategies in teaching L2 reading.
出处
《外语界》
CSSCI
北大核心
2011年第2期50-56,共7页
Foreign Language World
基金
教育部人文社会科学研究青年基金项目(编号10YJCZH194)成果
关键词
元认知
元认知体验
二语阅读
metacognition
metacognitive experience
L2 reading
