高中生元认知意识、阅读焦虑与阅读水平的相关性研究

发布时间：2024-03-13 20:53

　　近年来,越来越多的学者开始关注影响外语学习的情感因素:语言学习焦虑。Horwitz认为关于焦虑的影响因素以及焦虑与不同二语水平之间关系的研究将成为21世纪外语焦虑研究的新趋势。同样作为影响阅读水平的因素,相比国外而言,国内关于元认知意识和元认知策略的研究则相对较少。许多研究表明,外语学习焦虑与外语各方面的成绩之间呈负相关关系,但孰因孰果至今仍众说纷纭。而且针对写作和口语焦虑的研究相对较多,针对阅读焦虑的实证研究还有待加强,并且以中学生为研究对象的外语阅读焦虑研究则几乎是空白。除了阅读焦虑这种情感因素能够影响阅读水平以外,大量研究也表明元认知可以直接影响学习过程和结果。而探讨阅读中的元认知意识与阅读焦虑对阅读水平影响的研究却很少。因此本研究运用有声思维法尝试探讨中国高中生的阅读元认知策略意识以及阅读焦虑对阅读水平的影响以及路径,以期为该领域研究呈献新的发现,并为阅读教学实践提供启示。本研究以Flavell(1979)的元认知理论以及Horwitz(1986)等人的焦虑理论为基础,以Carrell(1989)和Saito(1999)的研究为范例,采用外语阅读焦虑量表以及阅读元认知策略分类量...

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Metacognition
        2.1.1 Definition of Metacognition
        2.1.2 Studies on Metacognitive Awareness and Reading Comprehension
        2.1.3 Definitions of Metacognitive Strategy and Reading Strategy
        2.1.4 Studies on Metacognitive Strategy in Reading
    2.2 Language Anxiety
        2.2.1 Definition of Language Anxiety
        2.2.2 Possible Sources of Language Anxiety
        2.2.3 Controversial Results of Studies on Language Anxiety
    2.3 Studies on Reading Anxiety (RA) and Reading Proficiency (RP)
        2.3.1 Studies on Relationship between RA and RP Abroad
        2.3.2 Studies on Relationship between RA and RP at Home
    2.4 Summary
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Foreign Language Reading Anxiety Questionnaire
        3.3.2 The National English Matriculation Test
        3.3.3 The Think Aloud Protocols
        3.3.4 Metacognitive Awareness of Reading Strategies Inventory (MARSI)
    3.4 Research Procedure
    3.5 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Correlation of Metacognitive Strategies and Reading Proficiency
        4.1.1 Types of Reading Metacognitive Strategies
        4.1.2 Relationship between Metacognitive Strategies and Reading Proficiency
    4.2 Correlation of Reading Anxiety and Reading Proficiency
        4.2.1 Sources of Reading Anxiety
        4.2.2 Relationship between Reading Anxiety and Reading Proficiency
    4.3 Correlation of Reading Metacognitive Strategies and English Reading Anxiety
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Integrating Metacognitive Knowledge into the Reading Class
        5.2.2 Using Various Reading Strategies Flexibly
        5.2.3 Improving Students Reading Confidence to Reduce Anxiety
        5.2.4 Strengthening Cultural Background Knowledge
        5.2.5 Cultivating Reading Literacy Not Only for Scores
    5.3 Limitations
    5.4 Suggestions
References
Appendices
攻读学位期间研究成果



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