本文關(guān)鍵詞：元認知知識、詞匯量及句法意識對英語閱讀理解的影響　出處：《山東大學》2017年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 元認知知識 詞匯量 句法意識 英語閱讀理解 閱讀教學

【摘要】：本文旨在研究元認知知識,詞匯量和句法意識對英語閱讀的影響。基于側(cè)重分析閱讀成分的成分分析法和已有的相關(guān)實證研究,本文提出了以下三個問題..第一、閱讀能力高的學生和閱讀能力低的學生在元認知知識,詞匯量和句法意識方面的表現(xiàn)有什么樣的顯著差異?第二、元認知知識,詞匯量和句法知識這三個變量與閱讀理解的相關(guān)關(guān)系如何?第三、元認知知識,詞匯量和句法知識這三個變量對閱讀理解具有多少預測力?本研究以山東大學英語專業(yè)四個班級的67名二年級學生為研究對象。參與本研究時,這些學生剛剛開始大二階段的學習。本研究采用定量研究方法,測試工具包括元認知知識調(diào)查問卷,句法知識測試,詞匯量測試和閱讀理解測試。測試形式為紙筆測試。測試在四個班依次展開,每個班中的測試時間總計為80分鐘,分為兩個階段:第一個階段,詞匯量測試和句法知識測試;第二個階段,閱讀理解測試和元認知知識調(diào)查問卷。所有測試在一周內(nèi)完成。調(diào)查研究所取得的數(shù)據(jù)將輸入SPSS 19.0進行統(tǒng)計分析。將閱讀理解測試成績由高到低進行排序,取成績前1/3的學生組成閱讀高水平組,成績后1/3的學生組成閱讀低水平組。通過獨立樣本t檢驗,相關(guān)分析和回歸分析進行數(shù)據(jù)分析。研究結(jié)果表明,閱讀能力高的學生和閱讀能力低的學生在詞匯量和句法知識方面存在顯著差異,在元認知知識方面不存在顯著差異。其次,相關(guān)分析表明,詞匯量和句法知識均與閱讀理解之間存在顯著相關(guān)關(guān)系,元認知知識與閱讀理解之間沒有顯著的相關(guān)關(guān)系。最后,回歸分析表明,句法知識和詞匯量對英語閱讀理解具有顯著預測能力,元認知知識不具有顯著預測能力。本研究發(fā)現(xiàn)具有重要的實踐和理論意義。在理論上,此研究可以驗證成分分析法,有助于更好地理解不同因素對閱讀理解的影響。在實踐上,鑒于元認知知識,詞匯量和句法意識對英語閱讀的獨特影響,為了提高閱讀教學的效率,英語教師應(yīng)調(diào)整閱讀課堂中的教學活動。閱讀教學活動應(yīng)盡可能結(jié)合多個因素來提高學生的閱讀水平,如元認知知識,詞匯量和句法意識,而不應(yīng)僅僅集中于某一個方面。
[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.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

【參考文獻】

相關(guān)期刊論文 前9條

1 陳穎;鄧倩倩;;中國大學生英語詞匯量與詞匯學習策略關(guān)系的實證研究[J];中國外語研究;2015年00期

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

3 蔡基剛;;制約我國大學英語詞匯要求發(fā)展的主要因素及其對策研究[J];解放軍外國語學院學報;2012年01期

4 龔少英;徐先彩;葉晶;韓亞平;;初一英語語音意識、句法意識、工作記憶與英語閱讀的關(guān)系[J];湖南師范大學教育科學學報;2009年01期

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

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

7 呂長z，

本文編號：1441006