In English language teaching, learning strategies are essential for improving students＇ learning efficiency as well as cultivate students＇ ability of self-regulated learning; and metacognitive strategy is of such st...In English language teaching, learning strategies are essential for improving students＇ learning efficiency as well as cultivate students＇ ability of self-regulated learning; and metacognitive strategy is of such strategies, which has attracted many language teachers＇ attention. However, not many research have focus on listening teaching on the level of senior high school in China's Mainland. This research is to fill in this gap with an introduction to listening strategies in metacognitive strategies and a sample of listening class design.展开更多
This thesis reports the impact of strategies-based instruction on reading comprehension. In the study, 76 intermediate EFL students of non-English major were either participants in a strategies-based instruction treat...This thesis reports the impact of strategies-based instruction on reading comprehension. In the study, 76 intermediate EFL students of non-English major were either participants in a strategies-based instruction treatment or were comparison students receiving regular language course. Both groups filled out a pre-treatment learning strategy questionnaire and then performed a pre-test and a post-test. The data looked for links between strategy training and reading proficiency. The findings indicated significant improvements in students' reading comprehension as a result of the strategies-based instruction program. Another finding was that the strategy intervention had an effect on the improvement of students' ability to understand main ideas and make inferences from given passages.展开更多
Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in E...Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should go before the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning.展开更多
文摘In English language teaching, learning strategies are essential for improving students＇ learning efficiency as well as cultivate students＇ ability of self-regulated learning; and metacognitive strategy is of such strategies, which has attracted many language teachers＇ attention. However, not many research have focus on listening teaching on the level of senior high school in China's Mainland. This research is to fill in this gap with an introduction to listening strategies in metacognitive strategies and a sample of listening class design.
文摘This thesis reports the impact of strategies-based instruction on reading comprehension. In the study, 76 intermediate EFL students of non-English major were either participants in a strategies-based instruction treatment or were comparison students receiving regular language course. Both groups filled out a pre-treatment learning strategy questionnaire and then performed a pre-test and a post-test. The data looked for links between strategy training and reading proficiency. The findings indicated significant improvements in students' reading comprehension as a result of the strategies-based instruction program. Another finding was that the strategy intervention had an effect on the improvement of students' ability to understand main ideas and make inferences from given passages.
文摘Based on the theories of metacogonition and learner autonomy, and by analyzing the relationship between metacognitive awareness training and learner autonomy theoretically and statistically, the paper argues that in ELT metacognitive awareness training should go before the training of metacognitive strategies, and only when students are conscious about metacognitive awareness can they strengthen their effort, motivation, and persistence, seek assistance from peers and teachers when needed, and provide self-instruction while learning and take responsibility for their learning.
