Chapter 1 Introduction
1.1 Background of Study
高院校英语教学的目的不仅是为了培养学生的能力，用英语和阅读能力，也为了他们的英语基础，与时俱进。高等大专学生英语基础较差，无法为自己找到合适的自学措施，换句话说，他们不知道如何学习。近年来，越来越多的学者开始关注学生的学习策略，在这一领域的探讨日益增多。在20世纪70年代，一个众所周知的美国心理学家弗拉维尔，首先提出了元认知的概念，从那时起，他开展了元认知在教育心理学方面的探讨热潮。元认知的核心内容是对于理解认知，英语论文题目，在简单的话，英语论文，它是反应或调节认知活动或认知活动本身涉及的人的知识。元认知策略是一种学习策略，元认知知识一样，他们属于元认知的范围相同。元认知策略是指所有的战略，涉及规划，监视和评估在自学过程中。古德曼认为，综合阅读是一种猜谜游戏，这是一个思维过程为读者经验，预计作证，确认，使用他/她拥有的信息和经验。许多学者已经做了很多的元认知的探讨，这些探讨表明，元认知与阅读能力之间存在着密切的联系。The purpose of English teaching in high institution is not only meant forcultivating students’ ability to use English and reading ability, but also for the sake ofbuilding up their English foundation. Higher tertiary students with poorer Englishfoundation could not find suitable self-study method for themselves, in other words,they do not know how to study. In recent years, more and more scholars start to payattention to the learning strategy of students, research studies in this field is increasing.During 1970s, Flavell, a well known American psychologist, first brought up theconcept of metacognition, and from then on, he unfolded a mass fervor of researcheson metacognition in the aspect of educational psychology. The core content ofmetacognition is regarding understanding cognition, in simple words it is the reactionor adjusting the knowledge of the people involving cognitive activity or the cognitiveactivity itself. Metacognitive strategy is a kind of learning strategy, like themetacognitive knowledge, they belong to the same scope of metacognition.Metacognitive strategy refers to all strategies involving the planning, the monitoringand the evaluating during the self-study process. Goodman deems that comprehensivereading is a kind of guessing game, which is a thinking process for reader toexperience, anticipates, testify and confirm, using information and experiences thathe/she possesses. Many scholars already made many researches on metacognition,these researches indicated that there is a close relationship between metacognition and reading ability.
外语教师和探讨人员在对元认知心理学家的探讨的基础上，逐渐学习的重要目的和价值在外语学习中的元认知的，他们估计的元认知是不只是对于一个人的知识，元认知策略，它应该还包括了情绪相关的探讨，包括人的人格，动机，态度，学风等，阐述了元认知的重要目的在帮助学生在他们的探讨过程中，规划和监测方面的知识，知识缺乏元认知能力是学生在语言学习中的失败和效率低下的重要原因。元认知策略是指通过一个单独的元认知过程的连续控制他/她自己的目的为了成功学习一门外语，内容包括前期准备，选择性监测，选择性规划，自我管理和自我管理的步骤 - 评估。Based on psychologists’ researches about metacognition, teachers andresearchers of foreign languages gradually learn about the important purpose andvalue of metacognition in foreign language learning, and they reckon thatmetacognition is not just about a person’s knowledge in metacognitive strategy, itshould also include the knowledge of emotions related to study, and includeknowledge in the aspects of people’s personality, motive, attitude, study style, etc.,which elaborate the important purpose of metacognition in helping student inplanning and monitoring during their study process, and that a lack of ability inmetacognition is the important reason causing student’s failure and poor efficiency inlanguage learning. Metacognitive strategy refers to management steps adopted by anindividual during the metacognition process for the purpose of continuous controlhimself/herself in order to learn a foreign language successfully, which contentsinclude pre-preparation, selective monitoring, selective planning, self-managementand self-evaluating.
Many studies showed that metacognitive activity is a type of inner-selfapplication, this means reasoning
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