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An Investigation on Chinese Non-English Majors’ Metacognitive Strategy Use and Reading Comprehension

Author: WuHongMiao
Tutor: HeQiGuang
School: University of North
Course: English Language and Literature
Keywords: Non- English Majors Metacognitive strategies English Reading English reading scores
CLC: H319.3
Type: Master's thesis
Year: 2010
Downloads: 127
Quote: 0
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Abstract


Reading is an important tool for acquiring knowledge, but how to effectively read that continues to haunt the learner a problem, so as to improve efficiency and to read reading research has a strong practical significance. Metacognitive strategy use in English learning has an important role, and many studies have shown that the use of metacognitive strategies to improve reading comprehension skills and accomplishments, learning successful and unsuccessful in the use of metacognitive strategies differ. However, previous studies mainly focused on the use of metacognitive strategies specific task or skill in the description field on the use of metacognitive strategies and reading comprehension Empirical studies are few. Chinese Non-English Majors 'What is the status of metacognitive strategy use, the level of students' English reading level of metacognitive strategy use whether there are differences, meta-cognitive strategies to use and how the relationship between reading achievement in English, the author aims for more quantitative methods issues. The subjects were 102 non-English major North University sophomore, two research tools metacognitive strategies questionnaire and English reading test. Questionnaire is used in O'Malley and Chamot's (2001) classification, and draws on Chinese scholar Liu Huijun (2004) meta-cognitive strategies questionnaire design, the student's reading level determined by the reading comprehension scores, social science statistical software SPSS13.0 used for descriptive statistics, independent samples T-test, and correlation analysis and multiple regression analysis. The study results showed that: China's non-English majors overall use of metacognitive strategies of medium level, metacognitive strategies in four main categories, selective attention the most frequently used strategy category, followed by monitoring class strategy, evaluation class strategy Class strategies and plans; low level of English reading students metacognitive strategy use there are significant differences, important differences exist in all areas of metacognitive strategies and metacognitive strategies throughout the use of the high reading level students per cognitive strategies more frequently than students with low reading levels; English Reading Metacognitive Strategies and English reading achievement was significantly related to the four major categories of metacognitive strategy, selective attention in English class reading strategies and the most relevant results. Based on the above findings, the author provides appropriate teaching suggestions, teachers should be teaching strategies into the classroom to help students in the reading process cultivate and improve the use of metacognitive strategies awareness and the ability to correctly apply these strategies to improve their English reading scores .

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CLC: > Language, writing > FOREIGN > English > Language teaching > Teaching method
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