本文關(guān)鍵詞：元認(rèn)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(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：本文旨在研究元認(rèn)知知識,詞匯量和句法意識對英語閱讀的影響�；趥�(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(xué)生和閱讀能力低的學(xué)生在元認(rèn)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(rèn)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(rèn)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(yù)測力?本研究以山東大學(xué)英語專業(yè)四個班級的67名二年級學(xué)生為研究對象。參與本研究時,這些學(xué)生剛剛開始大二階段的學(xué)習(xí)。本研究采用定量研究方法,測試工具包括元認(rèn)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(rèn)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(jìn)行統(tǒng)計分析。將閱讀理解測試成績由高到低進(jìn)行排序,取成績前1/3的學(xué)生組成閱讀高水平組,成績后1/3的學(xué)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(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方面存在顯著差異,在元認(rèn)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(rèn)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(yù)測能力,元認(rèn)知知識不具有顯著預(yù)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(rèn)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(xué)的效率,英語教師應(yīng)調(diào)整閱讀課堂中的教學(xué)活動。閱讀教學(xué)活動應(yīng)盡可能結(jié)合多個因素來提高學(xué)生的閱讀水平,如元認(rèn)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(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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