高中生元认知阅读策略_阅读动机和英语阅读成绩的相关性研究_石金梅.docx

UDC： 800 学校代码： 10094硕 士 学 位 论 文(农村教硕）A Correlational Study on Metacognitive Reading Strategies,Reading Motivation and English Reading Performance ofSenior High School Students高中生元认知阅读策略，阅读动机和英语阅读成绩的相关性研究作 者 姓 名： 指 导 教 师： 学 科 专 业 名 称: 研 究 方 向： 论 文 开 题 日 期:石 金 梅郑 月 莉 副 教授学 科 教 学 （ 英语 ）外 语 教 学2017年 11月 2日二_八年五月二十日UDC： 800 学校代码： 10094硕 士 学 位 论 文(农村教硕）A Correlational Study on Metacognitive Reading Strategies,Reading Motivation and English Reading Performance ofSenior High School Students高中生元认知阅读策略，阅读动机和英语阅读成绩的相关性研究作 者 姓 名： 指 导 教 师： 学 科 专 业 名 称: 研 究 方 向： 论 文 开 题 日 期:石 金 梅郑 月 莉 副 教授学 科 教 学 （ 英语 ）外 语 教 学2017年 11月 2日学 位 论 文 原 创 性 声 明本人所提交的学位论文高中生元认知阅读策略，阅读动机和英语阅读成绩 的相关性研究，是在导师的指导下，独立进行研宄工作所取得的原创性成果。 除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰 写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中标明。 本声明的法律后果由本人承担。本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构 送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范大学 可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩 印或其它复制手段保存、汇编学位论文。(保密的学位论文在 _年解密后适用本授权书）指导教师确认（签名）: 辦 沒 年 6月 /日学 位 论 文 版 权 使 用 授 权 书论 文 作 者 （ 签 名 4汉 年 心 月 f日A Correlational Study on Metacognitive Reading Strategies,Reading Motivation and English Reading Performance ofSenior High School StudentsBYShi JinmeiProf. Zheng Yueli, TutorA Thesis Submitted toForeign Language InstituteIn Partial Fulfillment of the RequirementFor the Degree of Master of EducationAt Hebei Normal UniversityAbstractHow to improve English reading performance is always a heated topic. Decades of researches proved that successful participants are active, motivated and self-regulated learners who understand and use literacy for a variety of purposes. This view has led to a number of studies that have investigated the roles of various metacognitive and motivational aspects of reading. However, some of the studies focus on two variation or under the ESL circumstances at home and abroad. The lack of researches among these three variations and the rare study on senior high school students at home motivated the writer to do researches to answer the following questions:1. What is the current status of metacognitive reading strategies used by senior high school students when reading English materials? And what is the current status of their reading motivation?2. Is there a correlation between metacognitive reading strategies and English reading performance?3. Is there a correlation between reading motivation and English reading performance?The subjects are 524 senior high school students of Guan in Hebei Province. They are in their third year at school and come from 22 classes. Questionnaires and an English test were employed in this research. SPSS software was used to make descriptive and correlational analyses of the data. The results are listed as follows: (1). Students* use of metacognitive reading strategies and their reading motivation are in the middle level. (2). Of the three dimensions of metacognitive reading strategies, the Problem-solving strategies (PROB) is the most frequently used. And there is a negative correlation between Support reading strategies (SUP) and English reading performance. (3). There is no significant correlation between reading motivation and English reading performance.After analyzing the statistics, the writer has some suggestions based on the findings and results. First, both teachers and students should pay attention to strategytraining and the instruct for habits, which is good and important for learning process on the one hand and could help with teachers' personal career development on the other hand. Second, insist on using strategies would be good for students performance. So other than strengthen the importance of final performance, teachers had better communicate with students and help them to develop their own personal learning styles and reading strategies. Third, teachers and students should have high motivation in reading. Tests are important, but we should not set reading aside. It is a lifelong career.Key words: metacognitive reading strategies; reading motivation; reading performance; senior high school students; correlation如何提高阅读成绩一直是备受关注的研宄课题。近年来，经过大量的研宄发 现，能够利用各种方式达到阅读目的的成功的学习者应该是活跃的、积极的、自 律的。研宄者由此从元认知和动机角度研宄二者与阅读成绩的相关性。但是国外 的研宄大部分把英语作为第二外语进行研宄或者仅单一因素与阅读成绩之间的 关系，国内的研究也是针对三者之间关系的研宄匮乏。基于这些原因，本文试图 通过笔者的研究来回答以下问题：1. 高中生元认知阅读策略使用情况如何？阅读动机情况怎样？2. 元认知阅读策略与英语阅读成绩之间有相关性吗？3. 阅读动机与英语阅读成绩之间有相关性吗？固安县某高中524名高三学生参与了此项研宄并完成了两份问卷调查和一 份英语阅读测试卷。所用调查问卷分别Mokhtari和Reichard(2002)的元认知阅 读策略调查问卷和Mon (2002)的阅读动机调查问卷。测试卷则为四校联考试 题。通过数据统计软件SPSS 19.0进行描述性分析、独立样本 T检验以及相关系 数分析，得到以下结论：（1)学生整体阅读动机水平不高，元认知阅读策略使用 情况处于中等水平；（2)元认知阅读策略的三个维度中，问题解决策略使用最多， 阅读支持策略和英语阅读成绩成显著负相关；（3)阅读动机和英语阅读成绩没有 显著性相关。基于数据分析结果，作者有以下建议给予教师和学生。第一，教师和学生都 应该注重策略的培训使用和习惯的养成。这不仅有利于学生的学习，还有助于教 师个人的职业发展。第二，坚持策略的培训有助于学生学习成绩的提高。教师不 应过分注重最后的成绩，而应和学生共同寻找适合学生的学习和阅读策略，进而 实现成绩的提高。第三，阅读是一生的事业，无论是学生还是老师，都应该有强 烈的阅读动机。关 键 词 ： 元 认 知 阅 读 策 略 阅 读 动 机 阅 读 成 绩 高 中 生 相 关 性ContentsAbstract .IV_.VI1.1 Research Background .11.2 Research Significance.31.3 Organization of the thesis .4Chapter 2 Literature Review .52.1 Metacognitive reading strategy .52.1.1 Metacognitive theory .52.1.2 The definition and classification of metacognitive reading strategies. 52.2 Reading motivation .112.2.1 The definition of reading motivation .112.2.2 Dimensions of reading motivation.122.2.3 Previous studies on reading motivation at home and abroad .152.3 Summary .18Chapter 3 Research Design .203.1 Research questions.203.2 Research subjects .203.3 Research instruments.213.3.1 Questionnaires.213.3.2 Test .233.4 Data collection and analysis .243.4.1 Data collection .243.4.2 Data analysis.24Chapter 4 Results and Discussion .264.1 The current status of metacognitive reading strategies and reading motivation.264.1.1 The current status of metacognitive reading strategies used by senior high school students in English reading .264.1.2 The current status of reading motivation revealed by senior high schoolstudents in English reading .324.2 The correlation between metacognitive readingstrategiesand English readingperformance.374.3 The correlation between reading motivationand English reading performance.41Chapter 5 Conclusion .445.1 Findings.445.2 Major contributions of the study .465.3 Limitations of the study.465.4 Suggestions for further study.47Bibliography .48Appendix I Metacognitive Awareness of Reading.55strategies Inventory .55Appendix II Motivational Questionnaire.59Appendix III English Test .63Acknowledgment.731.1 Research BackgroundReading is one of the essential skills that people need to possess especially in a literate society as a means of not only acquiring information from varieties of media, but also as a process of intellectual development That is why quantities of researches and in-service teachers did numberless empirical or correlational researches to improve students' reading competence, especially their English reading performance.Just as some researches mentioned, central to the understanding of reading as knowledge skills and attitudes is the idea that successful participants are active, motivated and self-regulated learners who understand and use literacy for a variety of purposes (Alexander Guthrie Pressley, Borkowski, Kurtz if they fail, they will reflect and change their strategies in order to avoid or lower the possibility of getting poor performance. And the strategies they used, such as problem-solving, belongs to metacognitive reading strategies. So, thanks to researchers' years of study, linguists can better describe linguistic phenomena both from the psychological and linguistic aspects, which indeed help the improvement of both learning and teaching English by using metacognitive strategies and activating teachers' and students' motivation. l