高分组学生与低分组学生英语阅读元认知策略的差异研究  

A Study of Differences between High Score Students and Low Score Students in Metacognitive Strategies of English Reading

作　　者：曾淑芳[1] 吴苏苏[1] 

机构地区：[1]东华大学外语学院,上海201620

出　　处：《教育理论与实践（学科版）》2010年第7期40-42,共3页

摘　　要：采用元认知问卷调查和英语阅读测试的方法,对高分组学生和低分组学生在阅读过程中使用元认知策略是否存在差异进行了研究,结果表明:被测试者的阅读能力与其元认知策略的使用呈显著正相关,同时运用"有声思维"的研究方式进一步发现,高分组学生与低分组学生最大的不同在于其元认知策略的使用方面,并且母语策略的迁移和背景知识对阅读元认知策略的使用有较大影响。By means of metacognitive questionnaire and English reading test method, whether or not there is difference between high score students and low score students in the use of metacognitive strategies in reading process was researched. Results show that the reading ability of those tested and their use of metacognitive strategies are significantly positively related. While the use of ＂sound mind＂ study ways further finds that the biggest difference between high score group students and low score group students lies in the use of metacognitive strategies, and that the migration of native language policy and the background knowledge influence the use of metaeognitive strategies in reading was obvious.

关 键 词：元认知策略 英语阅读能力 高分组 低分组 

分 类 号：G642[文化科学—高等教育学]