Listening and reading are two receptive skills in language learning and language use.Although their modalities differ,listening and reading share a number of cognitive processes required for language comprehension thi...Listening and reading are two receptive skills in language learning and language use.Although their modalities differ,listening and reading share a number of cognitive processes required for language comprehension this has resulted in some commonalities in research emphases for the two skills.One such focus is the role of metacognition in self-regulated learning and comprehension performance.In this article theory postulated for metacognition and its manifestation in listening and reading are discussed.The article also reviews selected studies conducted in two important dimensions of metacognition,namely metacognitive knowledge and strategy use,and the impact that metacognitive instruction has on listening and reading comprehension performance.Results from the review for each skill are synthesised and compared in order to draw insights into the processes of learning to listen and read in another language.Based on this comparative review,the authors offer suggestions for enhancing process-based instructional practices in the language classroom and identify possible directions for future research into the role of metacognition in listening and reading specifically as well as second language comprehension as a whole.展开更多
During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies...During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The purpose of this paper is to determine the use of metacognitive strategies in reading by the PE & Art majors through questionnaire. According to the result of the questionnaire, the PE & Art majors do use some metacognitive strategies in their reading, while nearly half of them do not often use metacognitive strategies in their reading. For this phenomenon, the author gives some constructive suggestions for the English majors about how to apply the metacognitive strategies in their reading: 1) preparing and planning in pre-reading; 2) monitoring and self-questioning in while-reading; 3) evaluating and adjusting in post-reading.展开更多
This paper is a study of influence of metacognitive strategies on reading and listening through 196 non-English majors' metacognitive strategies used in CET-4. The major findings are that metacognitive strategies ...This paper is a study of influence of metacognitive strategies on reading and listening through 196 non-English majors' metacognitive strategies used in CET-4. The major findings are that metacognitive strategies have a great infulence on English reading and listening achievement and the effects of metacognitive strategies on English achievement are greater. In addition, each individual metacognitive strategy plays different roles in the process of reading and listening.展开更多
This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according t...This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.展开更多
Based on the investigation of freshmen’metacognitive knowledge of business English-majors in English writing,the results show that:(1)the metacognitive subject knowledge of business English freshmen is at the middle ...Based on the investigation of freshmen’metacognitive knowledge of business English-majors in English writing,the results show that:(1)the metacognitive subject knowledge of business English freshmen is at the middle level,the metacognitive task knowledge is at a high level,the strategy of seeking teachers'help is at a high level,and the use of other strategies is at a middle or lower level;(2)There is no significant differences between high and low group learners in their views on Chinese writing level and in their strategies of seeking help from classmates;(3)Multiple regression analysis shows that the main factors affecting English writing achievement are the views on writing standard,the utilization of strategies in writing process and strategies of seeking help from teachers.展开更多
This study aims to find if, and to what extent, Chinese students'metacognitive strategy use associates with their reading ability in English. Sixty-four sophomore English majors participated in the study. The quan...This study aims to find if, and to what extent, Chinese students'metacognitive strategy use associates with their reading ability in English. Sixty-four sophomore English majors participated in the study. The quantitative analyses of the data generated the following major findings: Of the five metacognitive strategy categories, the selective attention strategy category is most favored by the students, and the evaluating strategy category is least favored by them. Metacognitive strategies have meaningfully positive effect on English reading.展开更多
文摘Listening and reading are two receptive skills in language learning and language use.Although their modalities differ,listening and reading share a number of cognitive processes required for language comprehension this has resulted in some commonalities in research emphases for the two skills.One such focus is the role of metacognition in self-regulated learning and comprehension performance.In this article theory postulated for metacognition and its manifestation in listening and reading are discussed.The article also reviews selected studies conducted in two important dimensions of metacognition,namely metacognitive knowledge and strategy use,and the impact that metacognitive instruction has on listening and reading comprehension performance.Results from the review for each skill are synthesised and compared in order to draw insights into the processes of learning to listen and read in another language.Based on this comparative review,the authors offer suggestions for enhancing process-based instructional practices in the language classroom and identify possible directions for future research into the role of metacognition in listening and reading specifically as well as second language comprehension as a whole.
文摘During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The purpose of this paper is to determine the use of metacognitive strategies in reading by the PE & Art majors through questionnaire. According to the result of the questionnaire, the PE & Art majors do use some metacognitive strategies in their reading, while nearly half of them do not often use metacognitive strategies in their reading. For this phenomenon, the author gives some constructive suggestions for the English majors about how to apply the metacognitive strategies in their reading: 1) preparing and planning in pre-reading; 2) monitoring and self-questioning in while-reading; 3) evaluating and adjusting in post-reading.
文摘This paper is a study of influence of metacognitive strategies on reading and listening through 196 non-English majors' metacognitive strategies used in CET-4. The major findings are that metacognitive strategies have a great infulence on English reading and listening achievement and the effects of metacognitive strategies on English achievement are greater. In addition, each individual metacognitive strategy plays different roles in the process of reading and listening.
文摘This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.
文摘Based on the investigation of freshmen’metacognitive knowledge of business English-majors in English writing,the results show that:(1)the metacognitive subject knowledge of business English freshmen is at the middle level,the metacognitive task knowledge is at a high level,the strategy of seeking teachers'help is at a high level,and the use of other strategies is at a middle or lower level;(2)There is no significant differences between high and low group learners in their views on Chinese writing level and in their strategies of seeking help from classmates;(3)Multiple regression analysis shows that the main factors affecting English writing achievement are the views on writing standard,the utilization of strategies in writing process and strategies of seeking help from teachers.
文摘This study aims to find if, and to what extent, Chinese students'metacognitive strategy use associates with their reading ability in English. Sixty-four sophomore English majors participated in the study. The quantitative analyses of the data generated the following major findings: Of the five metacognitive strategy categories, the selective attention strategy category is most favored by the students, and the evaluating strategy category is least favored by them. Metacognitive strategies have meaningfully positive effect on English reading.
