运用元认知策略训练降低高中生英语阅读焦虑的研究

A Study on Reducing Students' Foreign Language Reading Anxiety by Metacognitive Strategies

文章旨在探究高中英语教学中通过元认知策略训练降低高中生的英语阅读焦虑的可行性,南昌市某重点中学高一两个平行班的110名学生参与实验,分为对照组和实验组。采用实验研究法,即两次阅读任务测试、两次外语阅读焦虑量表问卷调查、半结构式访谈和教学观察等多种手段,对数据进行了相关分析和独立样本T检验。实验结果表明,元认知策略训练能够显著降低学生的阅读理解焦虑且提高学生的阅读成绩,外语学习焦虑与元认知策略呈现负相关。

This paper aims to investigate the reduction of English reading anxiety of high school students through metacognitive strategy training in high school English teaching.110 students from a high school or two parallel classes in a key middle school in Nanchang participated in the experiment and were divided into control group and experimental group.This study used experimental research methods.The research tools included two reading task tests,two foreign language reading anxiety questionnaires,semi-structured interviews and teaching observations. The data was analyzed and an independent sample T test was performed.The experimental results showed that metacognitive strategy training can significantly reduce students’ reading comprehension anxiety and improve students’ reading performance,foreign language learning anxiety is negatively correlated with metacognitive strategies.