元认知策略和认知策略对英语阅读的影响

Influence of Metacognition Strategies and Cognition Strategies on English Reading

培养学生具有较强的阅读能力,使高职学生能以英语为工具获取所需要的信息一直是高职英语教学的重点和难点。为此,调查了高职非英语专业学生元认知策略和认知策略对其英文阅读理解的影响。结果显示,元认知策略和认知策略都是影响高职学生英语阅读的显著因素,且这2个因素对不同语言水平高职英语学习者的阅读理解会产生不同影响。据此,提出课堂教学应改进、加强英文阅读策略教学的建议为:从帮助学生掌握每个单纯的知识点转换到促使学生注重培养阅读策略;继续强调个性化教学,不同学习水平,不同认知能力的学生要分别对待;教学形式与授课内容并重,激发学生阅读兴趣和热情,促使他们从被动的"要我读"转向为主动的"我要读"。由于调查对象的取样数量有限,以及仅采用PRETCO-B真题作为测试题目,所以元认知策略和认知策略尚不能代表各个层面的英语学习者在阅读方面受其的影响度,且对不同类型英语阅读的影响有待进一步考证和探讨。

The English teaching in vocational colleges has laid its emphasis and difficulty on developing learners＇ English reading ability so that they could obtain information they need by means of English. Therefore,a survey was conducted to understand how metacognition strategies and cognition strategies have influence on English reading comprehension to non-English major students.The results show that both factors play significant roles in learners＇performance,and they have differential effects on the results of the learners who are cognitively and linguistically different.This paper puts forward some suggestions on how to enhance English reading strategies in classroom teaching as follows：shift teaching focus from passing on knowledge to employing reading strategies;advocate individual-oriented teaching and make a difference among learners with different language proficiency and different cognitive competence;pay at-tention to both teaching form and teaching contents to arouse learners＇ interests and enthusiasm,changing them from passive readers to active ones.Owing to the limited subjects and by taking PRETCO-B as the testing tool,the above results can＇t yet apply to all learners with different levels and further discussion and exploration of their influence are still needed.