非英语专业学生元认知策略与阅读成绩相关性的研究——以安徽科技学院为例.doc

本科生毕业论文 题 目: 非英语专业学生元认知策略与阅读成绩的相关性研究 姓 名: 王素萍 学 院: 外国语学院 专 业: 英语专业 班 级: 2009级（1）班 学 号: 1552090123 指导教师: 张素梅 职称: 讲师 2013 年 05 月 22 日 安徽科技学院教务处制 On the Relationship between Metacognitive Strategies and English Reading Achievement of Non-English Majors based on Anhui Science and TechnologyUniversity by WangSuping Supervised by Zhang Sumei in partial fulfillment of the requirement for the B.A. degree School of Foreign Languages Anhui Science and Technology University June 2013 Abstract Many English learners, especially non-English majors have much dyslexia in their reading process, which includes consulting dictionary once they come across a new word and translating while reading, not to mention understanding some original English books. The reasons for the above phenomena include the following aspects: on the one hand, it is related to the learning ability, learning method and learning motivation of the students. On the other hand, students lack some necessary reading-strategies in the process of reading. In fact, reading-strategy is easy to ignore in the practical English teaching process, for teachers rarely introduce some knowledge of it, as a result, though students have spent much time on reading, they make little improvement in their marks. Therefore, in order to improve reading ability, not only should the learners get command of some reading-strategies, but they should put these strategies into the practical reading process to solve problems. Metacognition, which is proposed by American psychologist Flavell in 1970s, refers to the cognition about cognition, in other words, it is about the knowledge of cognitive process and the ability in adjusting the process. In addition, Flavell(1976)has divided metacognition into two parts: