近年來,越來越多的學(xué)者開始關(guān)注影響外語學(xué)習(xí)的情感因素:語言學(xué)習(xí)焦慮。Horwitz認(rèn)為關(guān)于焦慮的影響因素以及焦慮與不同二語水平之間關(guān)系的研究將成為21世紀(jì)外語焦慮研究的新趨勢(shì)。同樣作為影響閱讀水平的因素,相比國(guó)外而言,國(guó)內(nèi)關(guān)于元認(rèn)知意識(shí)和元認(rèn)知策略的研究則相對(duì)較少。許多研究表明,外語學(xué)習(xí)焦慮與外語各方面的成績(jī)之間呈負(fù)相關(guān)關(guān)系,但孰因孰果至今仍眾說紛紜。而且針對(duì)寫作和口語焦慮的研究相對(duì)較多,針對(duì)閱讀焦慮的實(shí)證研究還有待加強(qiáng),并且以中學(xué)生為研究對(duì)象的外語閱讀焦慮研究則幾乎是空白。除了閱讀焦慮這種情感因素能夠影響閱讀水平以外,大量研究也表明元認(rèn)知可以直接影響學(xué)習(xí)過程和結(jié)果。而探討閱讀中的元認(rèn)知意識(shí)與閱讀焦慮對(duì)閱讀水平影響的研究卻很少。因此本研究運(yùn)用有聲思維法嘗試探討中國(guó)高中生的閱讀元認(rèn)知策略意識(shí)以及閱讀焦慮對(duì)閱讀水平的影響以及路徑,以期為該領(lǐng)域研究呈獻(xiàn)新的發(fā)現(xiàn),并為閱讀教學(xué)實(shí)踐提供啟示。本研究以Flavell(1979)的元認(rèn)知理論以及Horwitz(1986)等人的焦慮理論為基礎(chǔ),以Carrell(1989)和Saito(1999)的研究為范例,采用外語閱讀焦慮量表以及閱讀元認(rèn)知策略分類量...

【文章頁數(shù)】：82 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Metacognition
        2.1.1 Definition of Metacognition
        2.1.2 Studies on Metacognitive Awareness and Reading Comprehension
        2.1.3 Definitions of Metacognitive Strategy and Reading Strategy
        2.1.4 Studies on Metacognitive Strategy in Reading
    2.2 Language Anxiety
        2.2.1 Definition of Language Anxiety
        2.2.2 Possible Sources of Language Anxiety
        2.2.3 Controversial Results of Studies on Language Anxiety
    2.3 Studies on Reading Anxiety (RA) and Reading Proficiency (RP)
        2.3.1 Studies on Relationship between RA and RP Abroad
        2.3.2 Studies on Relationship between RA and RP at Home
    2.4 Summary
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Foreign Language Reading Anxiety Questionnaire
        3.3.2 The National English Matriculation Test
        3.3.3 The Think Aloud Protocols
        3.3.4 Metacognitive Awareness of Reading Strategies Inventory (MARSI)
    3.4 Research Procedure
    3.5 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Correlation of Metacognitive Strategies and Reading Proficiency
        4.1.1 Types of Reading Metacognitive Strategies
        4.1.2 Relationship between Metacognitive Strategies and Reading Proficiency
    4.2 Correlation of Reading Anxiety and Reading Proficiency
        4.2.1 Sources of Reading Anxiety
        4.2.2 Relationship between Reading Anxiety and Reading Proficiency
    4.3 Correlation of Reading Metacognitive Strategies and English Reading Anxiety
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Integrating Metacognitive Knowledge into the Reading Class
        5.2.2 Using Various Reading Strategies Flexibly
        5.2.3 Improving Students Reading Confidence to Reduce Anxiety
        5.2.4 Strengthening Cultural Background Knowledge
        5.2.5 Cultivating Reading Literacy Not Only for Scores
    5.3 Limitations
    5.4 Suggestions
References
Appendices
攻讀學(xué)位期間研究成果



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