摘要
通过对50名大学非英语专业学生进行元认知策略阅读培训的实验研究,结果显示:非英语专业学生缺乏元认知阅读策略方面的知识;元认知策略训练能改善非英语专业学生在英语阅读中使用元认知策略的状况;短期的策略培训有效地提高了学生的整体阅读水平。此外,问卷调查显示,大多数学生对元认知策略培训持认同的态度。
This paper reports an empirical study on reading metacognitive strategy training for 50 non-English major sophomores in an ongoing college English classroom.Results showed that the students are lack in metacognitive strategy knowledge;metacognitive strategy training is effective in improving non-English majors' use of metacognitive strategy;the short-term strategy training is effective in enhancing EFL college students' overall reading proficiency.Besides,post-training questionnaires revealed that the students took positive attitudes towards the training of the strategies.These findings provide some pedagogical implications for EFL teaching and learning in Chinese universities.
出处
《云梦学刊》
2011年第6期138-141,共4页
Journal of Yunmeng
关键词
元认知策略
英语阅读水平
实证研究
metacognitive strategies
EFL reading proficiency
empirical study
