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A Study of English Reading Metacognitive Knowledge of Chinese College Students

Author: LiPin
Tutor: YaoLan
School: Wuhan University
Course: English Language and Literature
Keywords: Metacognitive Metacognitive knowledge Task Tactics Awareness
CLC: H319
Type: Master's thesis
Year: 2005
Downloads: 294
Quote: 0
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Abstract


Metacognition as a psychological term, mainly refers to the cognitive knowledge and the ability to regulate cognitive processes. In the field of second language acquisition, the metacognitive usually closely linked with effective learning and successful academic performance. Since the 1980s, a series of studies have shown that learners how to treat their language learning to a large extent will affect their learning outcomes. This means that learners understand their learning process might be more helpful to them to become successful learners. In China, we have long noted the students' English reading fluency and can not effectively establish the meaning of the text. How to improve students' reading ability has been one of the issues of concern to investigators. An Empirical Study of the most read metacognitive not in the Chinese context, the results of these studies can be applied to English Reading Teaching in China is not known. Metacognition Research in China has important theoretical and practical significance. This article is based on the above reasons metacognitive knowledge of Chinese college students read a tentative research. Study Flavell (1979) the metacognitive knowledge theoretical framework proposed knowledge on the subjects of self-awareness (that is, as read by people how to understand their own), the task knowledge (ie, for different articles taken How to Read and read how to evaluate reading materials), and strategic knowledge (ie directly applied to the process of reading the behavior of consciousness) were analyzed. In this paper, the data from the questionnaire. From Wuhan University three natural class of 110 students took part in the survey. The results of the study are as follows: Overall, the subjects of English reading metacognitive knowledge is lacking. First, knowledge of self-awareness, although they have better self-efficacy and strong motivation for reading, but their apparent lack of evaluation of their English reading awareness of the problems. Strategic knowledge, the subjects concerned about the local strategy to focus on the meaning of words and sentence structure, rather than ignore global policy needs more top-down or interactive reading process. Their strategies mentioned in the questionnaire have some awareness, but for some of the strategies they may lack the procedural knowledge and conditional knowledge. Task knowledge, the majority of subjects to evaluate the theme of the article, but for some knowledge, for example, the relative lack of knowledge of the structure of the article. The same time, the different articles take a different approach to reading, the subjects there are differences. Metacognitive knowledge has an important impact on the subjects of English reading. Correlation test, we found that metacognitive knowledge and the English reading test scores were significantly associated. Independent sample t test was used to compare the two

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