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
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1、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、 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
3、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
4、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 toForei
5、gn 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
6、 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
7、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 rea
8、ding 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
9、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). St
10、udents* 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 strat
11、egies (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 t
12、o 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 importa
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