非英语专业新生英语阅读元认知策略调查研究

A Survey of Non-English Major Freshmen's Use of Reading Metacognitive Strategies

对非英语专业200名新生的调查发现,学生不经常使用整体阅读元认知策略,通常使用解决问题策略;整体阅读元认知策略与英语阅读成绩显著正相关,而且可以有效预测阅读成绩;高分组学生在整体阅读元认知策略及在三个子维度的使用频率上都显著高于低分组学生;女生在总体阅读元认知策略的使用频率上显著高于男生,在解决问题策略和支持策略两个子维度的使用上也均显著高于男生。

A survey conducted on 200 non-English major freshmen indicates that students infrequently use reading meta- cognitive strategies, their total reading metacognitive strategies correlates significantly with English reading grades and can significantly predict grades, and that high achievers are found to use total reading metacognitive strategies significantly more frequently than low achievers. Furthermore, girl students are found to use total reading metacognitive strategies significant- ly more frequently than boy students, which is the same when concerning two sub-dimensions, including problem solving and support strategies.