描述
开 本: 32开纸 张: 胶版纸包 装: 平装国际标准书号ISBN: 9787519204228
内容简介
本书以元认知策略与二语阅读的关系为视角，探究中国英语专业学生的阅读元认知策略使用现状以及元认知策略对其英语阅读的潜在作用。在理论方面，本书通过阅读元认知策略研究模式的构建以及研究方法的创新为该研究领域的理论发展提供有价值的信息；在实践方面，本书的主要研究结果，例如元认知策略对于培养自主的二语阅读者的作用、高水平阅读者的策略使用偏好、将元认知策略培训融入常规语言教学的必要性及途径，将为二语阅读教学提供有益启示。
目 录
Chapter 1 Introduction 1
1.1 Statement of the problem 1
1.2 Objectives of the study 3
1.3 Significance of the Study 4
1.4 Outline of the study 6
Chapter 2 Literature Review 8
2.1 Introduction 8
2.2 Second language reading 8
2.2.1 The nature of reading 9
2.2.1.1 Purposes for reading 9
2.2.1.2 Models of Reading 10
2.2.2 Issues in L2 reading 13
2.2.2.1 Language proficiency and L2 reading 13
2.2.2.2 Amount of exposure to L2 reading 13
2.2.2.3 Motivations for L2 reading 14
2.2.2.4 L2 reading instruction 14
2.3 Metacognition 15
2.3.1 Metacogntition vs. cognition 16
2.3.2 Metacognitive knowledge 16
2.3.3 Metacognitive strategies 18
2.4 Metacognition and L2 reading comprehension 20
2.5 Metacognition and self-regulated reading 21
2.6 Metacognitive strategy training in reading 23
2.6.1 Studies on metacognitive strategy training in reading 24
2.6.2 Strategy training models 26
2.7 Summary of the chapter 28
Chapter 3 Research Design 29
3.1 Introduction 29
3.2 Research design of the descriptive study 29
3.2.1 Questionnaire survey 30
3.2.1.1 Subjects 30
3.2.1.2 Questionnaire construction 31
3.2.1.3 Data collection and analysis 35
3.2.2 Think-aloud Protocol 36
3.2.2.1 Objectives 36
3.2.2.2 Subjects 36
3.2.2.3 Instruments 37
3.2.2.4 Procedure of think-aloud protocol 38
3.2.2.5 Data collection and analysis 39
3.3 Research design of the quasi-experimental study 42
3.3.1 Objectives 42
3.3.2 The pilot study 43
3.3.2.1 Procedure of the pilot study 43
3.3.2.2 Results of the pilot study 43
3.3.2.3 Noteworthy points for the strategy instruction 46
3.3.3 Strategy instruction in the reading classroom 48
3.3.3.1 Background of the reading course 50
3.3.3.2 Instruction procedure 51
3.3.3.3 Data collection and analysis 57
3.4 Summary of the chapter 63
Chapter 4 Results and Discussions of the Descriptive Study (1): Questionnaire Survey 64
4.1 Introduction 64
4.2 Overall pattern of the use of metacognitive strategies 64
4.3 Inter-group differences in the use of metacognitive strategies 67
4.4 Most and least frequently used individual strategies 73
4.5 Correlation between strategy use and reading proficiency 74
4.6 Summary of the chapter 75
Chapter 5 Results and Discussions of the Descriptive Study (2): Think-Aloud Protocol 77
5.1 Introduction 77
5.2 Two-level framework of metacognitive strategies 77
5.3 Differences between skilled and unskilled readers 81
5.3.1 Difference in metacognitive strategy uses 81
5.3.2 Difference in the orchestration of strategies 84
5.4 Reasons for different strategy uses 86
5.4.1 Language proficiency 86
5.4.2 Motivational factors in reading 87
5.4.3 Instructional factors 88
5.5 Correlation between strategy use and reading performance 89
5.5.1 Metacognitive strategies and reading performance 89
5.5.2 Comprehension monitoring strategies and reading performance 92
5.6 Summary of the chapter 95
Chapter 6 Results and Discussions of the Quasi-Experimental Study 98
6.1 Introduction 98
6.2 Effects of strategy training on metacognitive strategy use 98
6.3 Effects of the strategy training on reading performance 103
6.4 Effects of strategy training on self-regulated reading 105
6.4.1 Planning and self-regulated reading 106
6.4.2 Selective attention and self-regulated reading 117
6.4.3 Monitoring and self-regulated reading 121
6.4.4 Evaluation and self-regulated reading 125
6.5 Summary of the chapter 130
Chapter 7 Conclusion 131
7.1 Introduction 131
7.2 Major findings 131
7.2.1 Metacognitive strategies in EFL reading 131
7.2.2 Metacognitive strategies and comprehension monitoring strategies in reading comprehension 132
7.2.3 Metacognitive strategy training and metacognitive strategy use 134
7.2.4 Metacognitive strategy training and reading proficiency 134
7.2.5 Metacognitive strategy training and self-regulated reading 135
7.3 Implications of the study 136
7.3.1 Theoretical implications 136
7.3.2 Methodological implications 138
7.3.3 Pedagogical implications 139
7.4 Limitations of the study 142
1.1 Statement of the problem 1
1.2 Objectives of the study 3
1.3 Significance of the Study 4
1.4 Outline of the study 6
Chapter 2 Literature Review 8
2.1 Introduction 8
2.2 Second language reading 8
2.2.1 The nature of reading 9
2.2.1.1 Purposes for reading 9
2.2.1.2 Models of Reading 10
2.2.2 Issues in L2 reading 13
2.2.2.1 Language proficiency and L2 reading 13
2.2.2.2 Amount of exposure to L2 reading 13
2.2.2.3 Motivations for L2 reading 14
2.2.2.4 L2 reading instruction 14
2.3 Metacognition 15
2.3.1 Metacogntition vs. cognition 16
2.3.2 Metacognitive knowledge 16
2.3.3 Metacognitive strategies 18
2.4 Metacognition and L2 reading comprehension 20
2.5 Metacognition and self-regulated reading 21
2.6 Metacognitive strategy training in reading 23
2.6.1 Studies on metacognitive strategy training in reading 24
2.6.2 Strategy training models 26
2.7 Summary of the chapter 28
Chapter 3 Research Design 29
3.1 Introduction 29
3.2 Research design of the descriptive study 29
3.2.1 Questionnaire survey 30
3.2.1.1 Subjects 30
3.2.1.2 Questionnaire construction 31
3.2.1.3 Data collection and analysis 35
3.2.2 Think-aloud Protocol 36
3.2.2.1 Objectives 36
3.2.2.2 Subjects 36
3.2.2.3 Instruments 37
3.2.2.4 Procedure of think-aloud protocol 38
3.2.2.5 Data collection and analysis 39
3.3 Research design of the quasi-experimental study 42
3.3.1 Objectives 42
3.3.2 The pilot study 43
3.3.2.1 Procedure of the pilot study 43
3.3.2.2 Results of the pilot study 43
3.3.2.3 Noteworthy points for the strategy instruction 46
3.3.3 Strategy instruction in the reading classroom 48
3.3.3.1 Background of the reading course 50
3.3.3.2 Instruction procedure 51
3.3.3.3 Data collection and analysis 57
3.4 Summary of the chapter 63
Chapter 4 Results and Discussions of the Descriptive Study (1): Questionnaire Survey 64
4.1 Introduction 64
4.2 Overall pattern of the use of metacognitive strategies 64
4.3 Inter-group differences in the use of metacognitive strategies 67
4.4 Most and least frequently used individual strategies 73
4.5 Correlation between strategy use and reading proficiency 74
4.6 Summary of the chapter 75
Chapter 5 Results and Discussions of the Descriptive Study (2): Think-Aloud Protocol 77
5.1 Introduction 77
5.2 Two-level framework of metacognitive strategies 77
5.3 Differences between skilled and unskilled readers 81
5.3.1 Difference in metacognitive strategy uses 81
5.3.2 Difference in the orchestration of strategies 84
5.4 Reasons for different strategy uses 86
5.4.1 Language proficiency 86
5.4.2 Motivational factors in reading 87
5.4.3 Instructional factors 88
5.5 Correlation between strategy use and reading performance 89
5.5.1 Metacognitive strategies and reading performance 89
5.5.2 Comprehension monitoring strategies and reading performance 92
5.6 Summary of the chapter 95
Chapter 6 Results and Discussions of the Quasi-Experimental Study 98
6.1 Introduction 98
6.2 Effects of strategy training on metacognitive strategy use 98
6.3 Effects of the strategy training on reading performance 103
6.4 Effects of strategy training on self-regulated reading 105
6.4.1 Planning and self-regulated reading 106
6.4.2 Selective attention and self-regulated reading 117
6.4.3 Monitoring and self-regulated reading 121
6.4.4 Evaluation and self-regulated reading 125
6.5 Summary of the chapter 130
Chapter 7 Conclusion 131
7.1 Introduction 131
7.2 Major findings 131
7.2.1 Metacognitive strategies in EFL reading 131
7.2.2 Metacognitive strategies and comprehension monitoring strategies in reading comprehension 132
7.2.3 Metacognitive strategy training and metacognitive strategy use 134
7.2.4 Metacognitive strategy training and reading proficiency 134
7.2.5 Metacognitive strategy training and self-regulated reading 135
7.3 Implications of the study 136
7.3.1 Theoretical implications 136
7.3.2 Methodological implications 138
7.3.3 Pedagogical implications 139
7.4 Limitations of the study 142
前 言
阅读既是决定语言学习成功与否的主要输入形式，又是反映语言水平某一重要方面的语言技能。然而，二语阅读对于二语学习者来说并不总是愉快的经历，因为他们经常需要应对阅读中出现的各种问题。因此，提高阅读的质与量是学习者及教师所要面对的富有意义却充满挑战的任务。一项值得关注的举措是向学生介绍并教授语言学习策略，其中元认知策略被认为有助于培养熟练的、自主的学习行为。二语阅读者可以使用元认知策略来计划、监控和评估阅读，以达到特定的学习目标。
本研究试图考察元认知策略在中国英语专业学生阅读中的作用。中国的英语专业学生较以往人数激增，已经形成一个颇为庞大的群体。相比普通大学生，这些学生被认为接触英语更为广泛，英语水平明显要高。然而，英语专业学生似乎并不比非专业学生更热衷于英语阅读，以至于影响到他们的英语水平（包括英语阅读水平）。因此，探索元认知策略是否对其英语阅读产生积极作用具有一定的现实意义。
为了探究英语专业学生阅读元认知策略使用现状以及元认知策略对其阅读的潜在作用，研究者提出了以下研究问题：1）英语专业学生认为自己使用哪些阅读元认知策略？2）英语专业学生在阅读理解中实际使用哪些元认知策略？3）元认知策略培训对阅读元认知策略使用频率有什么作用？4）元认知策略培训对英语阅读理解成绩有什么影响？5）元认知策略培训对英语专业学生的自主阅读产生怎样的影响？
本实证研究包含描述性和准实验研究。首先，描述性研究采用问卷调查和有声思维报告考察被研究者的阅读元认知现状。问卷调查以二语阅读和元认知理论及相关研究为基础，调查一般阅读环境下元认知策略的使用，并回收到上海四所高校的575名英语专业学生的有效问卷。有声思维报告用于探索33名大二学生在阅读理解练习中使用哪些阅读元认识策略以及如何使用策略以促进理解。其次，准实验研究旨在探究元认知策略培训对元认知策略使用、阅读理解能力及自主阅读的作用。准实验研究指针对30名大一英语专业学生开展的为期10周的元认知策略培训，描述性研究在培训目的和策略选择方面，为该培训提供了有用信息。尽管培训旨在提高阅读元认知全面意识，但培训对于描述性研究发现的学生的薄弱方面给予了特别重视。两项研究的数据来自调查问卷、口头报告、回溯性访谈、阅读测试和阅读周记，本研究对所收集数据进行了量化和质化分析。
本研究试图考察元认知策略在中国英语专业学生阅读中的作用。中国的英语专业学生较以往人数激增，已经形成一个颇为庞大的群体。相比普通大学生，这些学生被认为接触英语更为广泛，英语水平明显要高。然而，英语专业学生似乎并不比非专业学生更热衷于英语阅读，以至于影响到他们的英语水平（包括英语阅读水平）。因此，探索元认知策略是否对其英语阅读产生积极作用具有一定的现实意义。
为了探究英语专业学生阅读元认知策略使用现状以及元认知策略对其阅读的潜在作用，研究者提出了以下研究问题：1）英语专业学生认为自己使用哪些阅读元认知策略？2）英语专业学生在阅读理解中实际使用哪些元认知策略？3）元认知策略培训对阅读元认知策略使用频率有什么作用？4）元认知策略培训对英语阅读理解成绩有什么影响？5）元认知策略培训对英语专业学生的自主阅读产生怎样的影响？
本实证研究包含描述性和准实验研究。首先，描述性研究采用问卷调查和有声思维报告考察被研究者的阅读元认知现状。问卷调查以二语阅读和元认知理论及相关研究为基础，调查一般阅读环境下元认知策略的使用，并回收到上海四所高校的575名英语专业学生的有效问卷。有声思维报告用于探索33名大二学生在阅读理解练习中使用哪些阅读元认识策略以及如何使用策略以促进理解。其次，准实验研究旨在探究元认知策略培训对元认知策略使用、阅读理解能力及自主阅读的作用。准实验研究指针对30名大一英语专业学生开展的为期10周的元认知策略培训，描述性研究在培训目的和策略选择方面，为该培训提供了有用信息。尽管培训旨在提高阅读元认知全面意识，但培训对于描述性研究发现的学生的薄弱方面给予了特别重视。两项研究的数据来自调查问卷、口头报告、回溯性访谈、阅读测试和阅读周记，本研究对所收集数据进行了量化和质化分析。
对应研究问题，本研究主要发现：
1）中国英语专业学生所报告的阅读元认知策略使用频率处于中等水平，且计划类策略和评价类策略使用频率相对较低。组间比较结果显示元认知策略使用频率从大一至大三呈递减趋势。单项策略分析表明学生偏好有即时效果的或认知要求低的策略。
2）英语专业学生在阅读理解中使用的计划类和评价类策略数量较少，而选择注意类和监控类策略相对较多，并且后两类策略与阅读理解成绩之间存在更强的相关关系。就阅读策略元认知意识或理解监控而言，高水平阅读者比低水平阅读者使用更多的整体阅读和问题解决策略。此外，前者比后者具有更高的策略协调能力。
3）元认知策略培训对于提高所有类别元认知策略的使用频率具有效果。培训前后的问卷调查结果显示计划类和评价类策略使用频率的前后差异最显著。多数学生在各项计划类策略上均取得了较大的进步，而就评价类策略的培训效果而言，个体差异更为明显。
4）元认知策略培训有助于提高学生的阅读理解成绩。两项培训后阅读测试结果均表明实验组比对照组取得了更好的阅读成绩，且差异具有统计显著性。
5）元认知策略培训对于培养学生自主阅读能力产生积极作用。通过分析学生的阅读周记，本研究发现学生在计划、监控、评价阅读以及注意力分配方面的意识、能力和态度均有改善，反映了自主阅读能力的提升。此外，学生的策略协调能力有所提高，而能够选择恰当的策略是自主阅读的重要方面。
本研究具有一定的理论和实践意义。在理论方面，阅读元认知策略调查工具和研究模式的构建以及研究视角的创新将为该研究领域的理论发展提供有用信息。在实践方面，元认知策略对于培养熟练且独立的二语阅读者的作用、高水平阅读者的策略使用偏好、将元认知策略培训融入常规语言教学的必要性及途径等研究结果能够为教学提供有益启示。
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Anderson (2004: 1) says “even when students can read in their second language, much of their reading is not fluent, [and they] are not actively engaged with the text in a meaningful way”. The ability to read at a reasonable speed and with good comprehension has been recognized as an important goal to be attained by EFL learners. Meanwhile, reading provides a major source of input for EFL learning and learning in general, and massive input of meaningful and comprehensible written language has been found to be associated with language learning success (Krashen, 1985). Therefore, reading serves not only as the end but also as the means of EFL learning.
At the tertiary level, English reading has a special position, as university students are often expected to search for information written in English for academic purposes. With better reading ability, they will make bigger progress and achieve greater success in their academic studies (Anderson, 2004). Apart from that expectation, university students in China are required to take compulsory English courses and are expected to pass national English tests, such as CET 4 and CET 6 for non-English majors and TEM-4 and TEM-8 for English majors, so reading is both tested as part of language proficiency and depended upon for language learning success. English majors, in particular, should be exposed to as much written English as possible, because they need to live up to a much higher expectation of English proficiency. The new national English Curriculum for English Majors of Higher Education (2000) specifies progressive requirements for English reading proficiency of English majors at different years of learning. Also, the national English Curriculum for English Majors (First and Second Years) (1989) points out that extensive reading or any other form of massive multi-topical reading in English plays a very important role in improving holistic English proficiency.
In light of the importance of reading, EFL learners should try to read effectively and extensively, and teachers need to provide aid in that endeavor, for example, by introducing metacognitive strategies. University EFL learners, especially English majors, should not only develop reading comprehension skills but also cultivate self-regulation in reading, as much of the reading needs to be done by themselves outside the classroom. Wen (2003) argues that L2 reading process is so complicated that training is necessary for learners to reach a high reading proficiency, but EFL learners often lack proper training in reading. As a result, learners tend to have insufficient knowledge of the reading process, limited ability to use reading strategies and little awareness to monitor and regulate their reading activities.
The unfavorable situation of EFL reading among Chinese university students might be changed by introducing metacognitive strategies to the reading classroom. Metacognitive strategies have been found to correlate positively with L2 reading comprehension performance (Liu, 2004; Jia, 2006), and metacognitive strategies including planning, monitoring and evaluating strategies facilitate self-regulated reading (Cohen, 1998; Pressley, 2002). Studies using questionnaire surveys have shown that Chinese EFL students are generally at a medium level of metacognitive knowledge of reading (Yang & Zhang, 2002), metacognitive awareness of reading strategies (Luo et al., 2013) and metacognitive strategy use in reading (Liu, 2004). These results indicate inadequacy of metacognition among Chinese EFL learners, and measures need to be taken to enhance their metacognitive level of reading.
Studies of metacognitive strategy training in reading have been conducted by researchers at home and abroad (Carrell et al., 1989; Pan, 2006; Zeng, 2009; Zhang, 2012; Aghaie & Zhang, 2012). Overall, the studies have found positive effects of metacognitive strategy training on reading comprehension performance, metacognitive strategy awareness or use, reading strategy transfer or autonomous reading behaviors.
At the tertiary level, English reading has a special position, as university students are often expected to search for information written in English for academic purposes. With better reading ability, they will make bigger progress and achieve greater success in their academic studies (Anderson, 2004). Apart from that expectation, university students in China are required to take compulsory English courses and are expected to pass national English tests, such as CET 4 and CET 6 for non-English majors and TEM-4 and TEM-8 for English majors, so reading is both tested as part of language proficiency and depended upon for language learning success. English majors, in particular, should be exposed to as much written English as possible, because they need to live up to a much higher expectation of English proficiency. The new national English Curriculum for English Majors of Higher Education (2000) specifies progressive requirements for English reading proficiency of English majors at different years of learning. Also, the national English Curriculum for English Majors (First and Second Years) (1989) points out that extensive reading or any other form of massive multi-topical reading in English plays a very important role in improving holistic English proficiency.
In light of the importance of reading, EFL learners should try to read effectively and extensively, and teachers need to provide aid in that endeavor, for example, by introducing metacognitive strategies. University EFL learners, especially English majors, should not only develop reading comprehension skills but also cultivate self-regulation in reading, as much of the reading needs to be done by themselves outside the classroom. Wen (2003) argues that L2 reading process is so complicated that training is necessary for learners to reach a high reading proficiency, but EFL learners often lack proper training in reading. As a result, learners tend to have insufficient knowledge of the reading process, limited ability to use reading strategies and little awareness to monitor and regulate their reading activities.
The unfavorable situation of EFL reading among Chinese university students might be changed by introducing metacognitive strategies to the reading classroom. Metacognitive strategies have been found to correlate positively with L2 reading comprehension performance (Liu, 2004; Jia, 2006), and metacognitive strategies including planning, monitoring and evaluating strategies facilitate self-regulated reading (Cohen, 1998; Pressley, 2002). Studies using questionnaire surveys have shown that Chinese EFL students are generally at a medium level of metacognitive knowledge of reading (Yang & Zhang, 2002), metacognitive awareness of reading strategies (Luo et al., 2013) and metacognitive strategy use in reading (Liu, 2004). These results indicate inadequacy of metacognition among Chinese EFL learners, and measures need to be taken to enhance their metacognitive level of reading.
Studies of metacognitive strategy training in reading have been conducted by researchers at home and abroad (Carrell et al., 1989; Pan, 2006; Zeng, 2009; Zhang, 2012; Aghaie & Zhang, 2012). Overall, the studies have found positive effects of metacognitive strategy training on reading comprehension performance, metacognitive strategy awareness or use, reading strategy transfer or autonomous reading behaviors.
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