阅读教学中词汇认知与自我效能的关系研究

Word Recognition and Self-efficacy in EFL Reading Teaching

本研究从教育学理论出发,以二语阅读过程和心理学上的自我效能理论为基础,通过实验研究探讨了学习者词汇认知程度与其阅读自我效能感的关系。研究建议在阅读教学活动中可适当加强词汇认知训练以提高学习者的自我效能感,从而促进阅读教学的效率。

The paper first review the literature on reading process, word recognition and self-efficacy. Then we perform a study on effect of word recognition on reading self-efficacy. The research suggests that the training on word recognition can be used in EFL reading teaching to improve the learners＇ self-efficacy, which at last can improve the efficiency of EFL reading teaching.