文档介绍：沈阳师范大学
硕士学位论文
英语阅读测试难度对学生应用元认知策略影响的研究
姓名:高宏
申请学位级别:硕士
专业:外国语言学及应用语言学
指导教师:赵凤琴
20090501
摘要

在英语“听、说、读、写”四项基本能力中,阅读是学生毕业后应用最多,
也是学生学习和教师教授较难提高的一项。近几年关于元认知知识与阅读能力之
间关系的研究较多,初步认为元认知知识培训有助于学生阅读能力的提高。但是
众所周之,阅读水平与诸多因素相关,在研究当中这些因素必将对研究结果产生
影响。在研究中如何避免这些因素对元认知知识与阅读水平之间关系的干扰,尤
为重要。而且英语文章阅读难易程度本身对学生元认知识在阅读中的应用是否构
成影响尚未有研究。
为回答上述问题,并希望能够对大学生英语阅读教学有所启示,本研究选择
沈阳工业大学工科二年级学生作为研究对象,分别以高等学校英语应用能力测试
(A)、大学英语四级水平测试作为学生英语水平的评定标准,以高等学校英语
应用能力测试(A)、大学英语四级水平测试中阅读理解试题作为阅读文章难易
程度的标准,以阅读策略使用量表问卷作为评定元认知应用程度的标准,通过考
察学生在阅读难易程度不同的文章时元认知知识应用情况发现,文章的难易程度
对学生发挥元认知知识也会构成影响,在元认知知识应用中以问题解决阅读策略
应用最多,整体阅读策略次之,而支持阅读策略应用较差。提示今后应加强对学
生元认知知识培训,尤应重点培训支持阅读策略。
关键词:元认知策略;阅读;阅读理解

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Abstract

Reading is the most useful skill after the students graduate and also the most
difficult task for students to learn and teachers to teach among the four basic English
abilities which are listening,speaking,reading and writing. There are many reports
about the relationship between metacognitive strategies application and reading
comprehension recently. And the initial results all support that it benefits the students’
reading abilities. But since we know the reading abilities are correlated with many
factors which may influence the results of the research. So it is important to find out
the way to avoid the influences. Yet we still do not know what the conditions are
when students apply metacognitive strategies to plish the reading
comprehension test with different difficulty level.
In order to answer above questions and to enlighten the college English reading
comprehension teaching,the researcher selected the sophomore students of Shenyang
technological university as samples,choose NCET-4 and PRETCO as evaluation
standardization to the students’ English level,took the prehension test of
NCET-4 and PRETCO as standardization of different difficulty level,and used the
Survey of Reading Strategies as the standardization of evaluating the level o