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本文对不同外语阅读水平的大学生在元认知策略使用上的差异性进行了研究。元认知策略对不同外语阅读水平组的学生都产生了影响:高水平组的学生在使用元认知的分项策略“自我管理、自我评估和指向性注意”时所占的比重更大一些,而低分组的学生在“计划”和“问题辨认”这两个分项策略的使用频率高一些,但两组学生在“选择注意”和“自我监控”上的使用频率相当。由于这种对元认知策略成分选择比重的不同,导致了他们在外语阅读成绩上的差异。
This paper studies the differences in the use of metacognitive strategies among college students with different levels of foreign language reading. Metacognitive strategies exerted an impact on students of different foreign language proficiency levels: the proportion of high-level students in using metacognitive sub-strategies “self-management, self-assessment and directional attention ” Larger, while the lower group of students in the “plan ” and “problem identification ” The two sub-strategies are used more frequently, but the two groups of students in the “choice of attention” and “self-monitoring ”The use of the same frequency. Due to the different proportion of the choice of meta-cognitive strategy components, they lead to differences in the performance of foreign language reading.