In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2...In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.展开更多
基金the Social Science Research Fund of the Educational Department of Jiangsu Province(No.08SJB7400004)the Provincial Teaching-quality and Teaching-reform Project of Soochow University(All-round Development in the Intercultural Communicative Competence of College Students)
基金partial result of the research project Learners' Metacognition and Their Reading Comprehension(No. 2012099063)supported by the Fundamental Research Funds for China's Central Universities
文摘In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.
