發(fā)布時(shí)間：2018-01-18 12:35

  本文關(guān)鍵詞：元認(rèn)知知識(shí)、詞匯量及句法意識(shí)對(duì)英語(yǔ)閱讀理解的影響　出處：《山東大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 元認(rèn)知知識(shí) 詞匯量 句法意識(shí) 英語(yǔ)閱讀理解 閱讀教學(xué)

【摘要】：本文旨在研究元認(rèn)知知識(shí),詞匯量和句法意識(shí)對(duì)英語(yǔ)閱讀的影響。基于側(cè)重分析閱讀成分的成分分析法和已有的相關(guān)實(shí)證研究,本文提出了以下三個(gè)問(wèn)題..第一、閱讀能力高的學(xué)生和閱讀能力低的學(xué)生在元認(rèn)知知識(shí),詞匯量和句法意識(shí)方面的表現(xiàn)有什么樣的顯著差異?第二、元認(rèn)知知識(shí),詞匯量和句法知識(shí)這三個(gè)變量與閱讀理解的相關(guān)關(guān)系如何?第三、元認(rèn)知知識(shí),詞匯量和句法知識(shí)這三個(gè)變量對(duì)閱讀理解具有多少預(yù)測(cè)力?本研究以山東大學(xué)英語(yǔ)專(zhuān)業(yè)四個(gè)班級(jí)的67名二年級(jí)學(xué)生為研究對(duì)象。參與本研究時(shí),這些學(xué)生剛剛開(kāi)始大二階段的學(xué)習(xí)。本研究采用定量研究方法,測(cè)試工具包括元認(rèn)知知識(shí)調(diào)查問(wèn)卷,句法知識(shí)測(cè)試,詞匯量測(cè)試和閱讀理解測(cè)試。測(cè)試形式為紙筆測(cè)試。測(cè)試在四個(gè)班依次展開(kāi),每個(gè)班中的測(cè)試時(shí)間總計(jì)為80分鐘,分為兩個(gè)階段:第一個(gè)階段,詞匯量測(cè)試和句法知識(shí)測(cè)試;第二個(gè)階段,閱讀理解測(cè)試和元認(rèn)知知識(shí)調(diào)查問(wèn)卷。所有測(cè)試在一周內(nèi)完成。調(diào)查研究所取得的數(shù)據(jù)將輸入SPSS 19.0進(jìn)行統(tǒng)計(jì)分析。將閱讀理解測(cè)試成績(jī)由高到低進(jìn)行排序,取成績(jī)前1/3的學(xué)生組成閱讀高水平組,成績(jī)后1/3的學(xué)生組成閱讀低水平組。通過(guò)獨(dú)立樣本t檢驗(yàn),相關(guān)分析和回歸分析進(jìn)行數(shù)據(jù)分析。研究結(jié)果表明,閱讀能力高的學(xué)生和閱讀能力低的學(xué)生在詞匯量和句法知識(shí)方面存在顯著差異,在元認(rèn)知知識(shí)方面不存在顯著差異。其次,相關(guān)分析表明,詞匯量和句法知識(shí)均與閱讀理解之間存在顯著相關(guān)關(guān)系,元認(rèn)知知識(shí)與閱讀理解之間沒(méi)有顯著的相關(guān)關(guān)系。最后,回歸分析表明,句法知識(shí)和詞匯量對(duì)英語(yǔ)閱讀理解具有顯著預(yù)測(cè)能力,元認(rèn)知知識(shí)不具有顯著預(yù)測(cè)能力。本研究發(fā)現(xiàn)具有重要的實(shí)踐和理論意義。在理論上,此研究可以驗(yàn)證成分分析法,有助于更好地理解不同因素對(duì)閱讀理解的影響。在實(shí)踐上,鑒于元認(rèn)知知識(shí),詞匯量和句法意識(shí)對(duì)英語(yǔ)閱讀的獨(dú)特影響,為了提高閱讀教學(xué)的效率,英語(yǔ)教師應(yīng)調(diào)整閱讀課堂中的教學(xué)活動(dòng)。閱讀教學(xué)活動(dòng)應(yīng)盡可能結(jié)合多個(gè)因素來(lái)提高學(xué)生的閱讀水平,如元認(rèn)知知識(shí),詞匯量和句法意識(shí),而不應(yīng)僅僅集中于某一個(gè)方面。
[Abstract]:The purpose of this study is to study the effects of metacognitive knowledge, vocabulary and syntactic awareness on English reading. First, what are the significant differences in metacognitive knowledge, vocabulary and syntactic awareness between students with high reading ability and those with low reading ability? Second, what is the correlation between metacognitive knowledge, vocabulary size and syntactic knowledge and reading comprehension? Thirdly, how much predictive power does metacognitive knowledge, vocabulary size and syntactic knowledge have on reading comprehension? In this study, 67 sophomores in four classes of English major in Shandong University were selected as the subjects. These students were just beginning their sophomore study at the time of this study. The test tools include a questionnaire on metacognitive knowledge, a test on syntactic knowledge, a vocabulary test and a reading comprehension test. The test time in each class is 80 minutes, which is divided into two stages: the first stage, the vocabulary test and the syntax knowledge test; Stage two. Reading comprehension test and metacognitive knowledge questionnaire. All tests are completed within one week. Data from the survey will be entered into SPSS. 19.0 Statistical analysis. Ranking reading comprehension test scores from high to low. The top 1/3 students were selected as reading high level group and 1/3 students as low reading level group. The data were analyzed by independent sample t-test, correlation analysis and regression analysis. There are significant differences in vocabulary and syntactic knowledge between students with high reading ability and those with low reading ability, but there is no significant difference in metacognitive knowledge. Secondly, correlation analysis shows that. There is a significant correlation between vocabulary and syntactic knowledge and reading comprehension, while there is no significant correlation between metacognitive knowledge and reading comprehension. Syntactic knowledge and vocabulary are significant predictors of English reading comprehension, but metacognitive knowledge is not. This study can verify the influence of different factors on reading comprehension. In practice, given the unique influence of metacognitive knowledge, vocabulary size and syntactic awareness on English reading. In order to improve the efficiency of reading teaching, English teachers should adjust the teaching activities in reading class. Reading teaching activities should combine as many factors as possible to improve students' reading level, such as metacognitive knowledge. Vocabulary and syntactic awareness should not be concentrated only on one aspect.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 陳穎;鄧倩倩;;中國(guó)大學(xué)生英語(yǔ)詞匯量與詞匯學(xué)習(xí)策略關(guān)系的實(shí)證研究[J];中國(guó)外語(yǔ)研究;2015年00期

2 李潔;;元認(rèn)知知識(shí)、詞匯廣度和二語(yǔ)閱讀水平關(guān)系研究[J];中國(guó)外語(yǔ);2015年05期

3 蔡基剛;;制約我國(guó)大學(xué)英語(yǔ)詞匯要求發(fā)展的主要因素及其對(duì)策研究[J];解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2012年01期

4 龔少英;徐先彩;葉晶;韓亞平;;初一英語(yǔ)語(yǔ)音意識(shí)、句法意識(shí)、工作記憶與英語(yǔ)閱讀的關(guān)系[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2009年01期

5 龔少英;徐先彩;韓亞平;葉晶;;英語(yǔ)句法意識(shí)與英語(yǔ)閱讀理解監(jiān)控的關(guān)系[J];教育研究與實(shí)驗(yàn);2008年05期

6 李曉;;詞匯量、詞匯深度知識(shí)與語(yǔ)言綜合能力關(guān)系研究[J];外語(yǔ)教學(xué)與研究;2007年05期

7 呂長(zhǎng)z，

本文編號(hào)：1441006