元认知策略与二语阅读-一项基于中国英语专业学生的实证研究 本书特色

     本书以元认知策略与二语阅读的关系为视角，探究中国英语专业学生的阅读元认知策略使用现状以及元认知策略对其英语阅读的潜在作用。在理论方面，本书通过阅读元认知策略研究模式的构建以及研究方法的创新为该研究领域的理论发展提供有价值的信息；在实践方面，本书的主要研究结果，例如元认知策略对于培养自主的二语阅读者的作用、高水平阅读者的策略使用偏好、将元认知策略培训融入常规语言教学的必要性及途径，将为二语阅读教学提供有益启示。

元认知策略与二语阅读-一项基于中国英语专业学生的实证研究 目录

chapter 1 introduction 11.1 statement of the problem 11.2 objectives of the study 31.3 significance of the study 41.4 outline of the study 6chapter 2 literature review 82.1 introduction 82.2 second language reading 82.2.1 the nature of reading 92.2.1.1 purposes for reading 92.2.1.2 models of reading 102.2.2 issues in l2 reading 132.2.2.1 language proficiency and l2 reading 132.2.2.2 amount of exposure to l2 reading 132.2.2.3 motivations for l2 reading 142.2.2.4 l2 reading instruction 142.3 metacognition 152.3.1 metacogntition vs. cognition 162.3.2 metacognitive knowledge 162.3.3 metacognitive strategies 182.4 metacognition and l2 reading comprehension 202.5 metacognition and self-regulated reading 212.6 metacognitive strategy training in reading 232.6.1 studies on metacognitive strategy training in reading 242.6.2 strategy training models 262.7 summary of the chapter 28chapter 3 research design 293.1 introduction 293.2 research design of the descriptive study 293.2.1 questionnaire survey 303.2.1.1 subjects 303.2.1.2 questionnaire construction  313.2.1.3 data collection and analysis 353.2.2 think-aloud protocol 363.2.2.1 objectives 363.2.2.2 subjects 363.2.2.3 instruments 373.2.2.4 procedure of think-aloud protocol  383.2.2.5 data collection and analysis 393.3 research design of the quasi-experimental study 423.3.1 objectives 423.3.2 the pilot study 433.3.2.1 procedure of the pilot study 433.3.2.2 results of the pilot study 433.3.2.3 noteworthy points for the strategy instruction 463.3.3 strategy instruction in the reading classroom 483.3.3.1 background of the reading course 503.3.3.2 instruction procedure 513.3.3.3 data collection and analysis 573.4 summary of the chapter 63chapter 4 results and discussions of the descriptive study (1): questionnaire survey 644.1 introduction   644.2 overall pattern of the use of metacognitive strategies  644.3 inter-group differences in the use of metacognitive strategies 674.4 most and least frequently used individual strategies  734.5 correlation between strategy use and reading proficiency 744.6 summary of the chapter 75chapter 5 results and discussions of the descriptive study (2): think-aloud protocol  775.1 introduction 775.2 two-level framework of metacognitive strategies  775.3 differences between skilled and unskilled readers 815.3.1 difference in metacognitive strategy uses 815.3.2 difference in the orchestration of strategies 845.4 reasons for different strategy uses 865.4.1 language proficiency 865.4.2 motivational factors in reading 875.4.3 instructional factors 885.5 correlation between strategy use and reading performance 895.5.1 metacognitive strategies and reading performance 895.5.2 comprehension monitoring strategies and reading performance  925.6 summary of the chapter 95chapter 6 results and discussions of the quasi-experimental study  986.1 introduction   986.2 effects of strategy training on metacognitive strategy use 986.3 effects of the strategy training on reading performance   1036.4 effects of strategy training on self-regulated reading    1056.4.1 planning and self-regulated reading  1066.4.2 selective attention and self-regulated reading 1176.4.3 monitoring and self-regulated reading 1216.4.4 evaluation and self-regulated reading 1256.5 summary of the chapter 130chapter 7 conclusion 1317.1 introduction 1317.2 major findings 1317.2.1 metacognitive strategies in efl reading 1317.2.2 metacognitive strategies and comprehension monitoring strategies in reading comprehension 1327.2.3 metacognitive strategy training and metacognitive strategy use 1347.2.4 metacognitive strategy training and reading proficiency 1347.2.5 metacognitive strategy training and self-regulated reading    1357.3 implications of the study 1367.3.1 theoretical implications 1367.3.2 methodological implications   1387.3.3 pedagogical implications 1397.4 limitations of the study 142

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