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Enhancing Reading Ability of Non-English Majors with Metacognitive Strategies in After-class Reading

Author: WangJuan
Tutor: ShenLi
School: Fudan University
Course: English Language and Literature
Keywords: Extracurricular reading Metacognitive strategies Self-Assessment Self-Monitoring
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 181
Quote: 0
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Abstract

Reading is an important part of learning English, and a lot of reading for English learners to provide effective input reading teaching has long been the focus of English teaching, how to improve students' reading level has been English teaching research and explore problems. Weekly number of hours of University of Dahongying College English course for 4 / week, a total of 180 minutes / week, college English learning lesson, the students not only the learning of English in the classroom, extracurricular reading as supplement classroom learning, its The importance is often non-English majors ignore, for the following reasons: (1) in the face of the pressure of the college entrance examination, the student will be a lot of energy for textbook learning and a lot of training exercises, lack of awareness of outside reading. (2) the lack of outside reading initiative, the students do not know should select reading materials, and how best to carry out extra-curricular reading. (3) the lack of outside reading guidance and monitoring of teachers lead students to question the importance of extracurricular reading, and extracurricular reading efficiency is not high. Since the American psychologist Flavell proposed the concept of metacognition, many domestic and foreign linguists and educators, the introduction of the concept of metacognition to language teaching. O'Malley Chamot proposed based on the concept of metacognitive strategies. Metacognitive strategies as part of the learning strategy research has been widely applied to various aspects of language teaching, such as the teaching of listening, teaching of reading, writing, teaching and so on. The experiments show that metacognitive strategies played a positive role in English learning. But not many studies in the meta-cognitive strategies in extracurricular reading. O'Malley Chamot metacognitive strategies on the basis of the research of other scholars, the framework of English extracurricular reading for freshman English major students develop the metacognitive strategy training aimed metacognitive strategies English extracurricular reading training to improve the freshman non-English majors emphasis by the passive acceptance of the reading task, the students gradually into the initiative to read, to improve the efficiency of outside reading, to improve students' reading ability. This experiment the the Ningbo Dahongying Institute of Economic Management Branch freshman is selected as subjects for two classes, a class for the experimental class, another class to control the class. The two classes of 42 students, respectively. Of metacognitive strategies training in the experimental classes and require students to speak metacognitive strategies applied to extracurricular reading. Control classes as the control group, did not metacognitive strategy training, did not do the requirements for the use of metacognitive strategies in students' extracurricular reading. The experiment is divided into three phases: the first phase, metacognitive strategies before training, the use of metacognitive strategies questionnaire and reading comprehension papers on the two classes of meta-cognitive strategy use and English reading level assessment. The second stage, the experimental class metacognitive strategy training in extracurricular reading. The third stage, after the end of the training, metacognitive strategy questionnaire and reading comprehension papers to evaluate students' metacognitive strategy use and English reading level. Use of SPSS 13.0, the data obtained were analyzed. Through three months of training metacognitive strategies, the analysis showed that (1) first measured reading test, the average of two classes did not show significant differences in the the the posttest reading test, the average scores higher than the experimental classes control of the class, and showed significant differences. (2) the first measurement of metacognitive strategy questionnaire, two classes in the use of metacognitive strategies on overall no significant difference. Metacognitive strategy questionnaire in the post-test, the experimental class metacognitive strategy use frequency higher than the control class, and showed significant differences. Show that the use of metacognitive strategies in extracurricular reading in planning, monitoring and evaluation strategies, there is help students develop good reading habits, extracurricular reading to learn more information and knowledge of the English language, the students not only in the vocabulary and depth increased breadth has been strengthened, and the use of the sentence Sentence comprehensive knowledge to improve English reading ability improve. English learners through self-evaluation strategy to own English learning progress and make appropriate assessment to help students enhance confidence in learning, learning to make the proper adjustments.

Enhancing Reading Ability of Non-English Majors with Metacognitive Strategies in After-class Reading

Abstract

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