政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/101973
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 112881/143847 (78%)
造访人次 : 50295607      在线人数 : 924
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/101973


    题名: 探討學生閱讀母語與外語之後設認知閱讀策略使用情形
    其它题名: See How They Read: EFL Students’ Use of Metacognitive Reading Strategies in L1 and L2
    作者: 許麗媛
    Hsu, Li-Yuan
    关键词: 後設認知;閱讀策略;英語為外語之閱讀
    metacognition;reading strategies;EFL reading
    日期: 2015-12
    上传时间: 2016-09-10 15:49:31 (UTC+8)
    摘要: 後設認知的概念已被廣泛的探討與運用在各種學習領域，在第二語閱讀的研究領域中，過去也不乏有關學生後設認知知識以及閱讀策略方面的研究，但是就有關於比較學生閱讀母語與外語，和其後設認知閱讀策略使用之研究來說，文獻上仍舊缺乏統一定論，因此尚有探討之必要。本研究主旨在探討一群台灣大學生分別在閱讀母語（中文）及外語（英文）時，其後設認知閱讀策略的使用情形。研究參與對象為十位台灣的大一學生，採用放聲思考的方法來蒐集學生後設認知閱讀策略的使用情形。研究結果顯示，儘管學生閱讀母語與外語的後設認知閱讀策略使用情形有不少相似之處，但是學生在閱讀母語時會使用較多的後設認知閱讀策略，他們在閱讀外語時的後設認知閱讀策略使用次數相對較少。除此之外，學生在閱讀母語時也比較能夠使用一些有效的認知閱讀策略，像是掌握重點及做推論的策略。相對的，學生在閱讀外語時，比較需要常常監控自己對文意的了解情形，以及運用額外的策略來幫助他們複習內容。
    The concept of metacognition has been widely applied to learning across different content areas. In the area of second language reading, literature on L2 readers’ metacognitive knowledge and use of reading strategies is also voluminous. Nonetheless, findings from cross-linguistic research on students’ use of metacognitive reading strategies in L1 and L2 have met with mixed results. The present study attempted to investigate a group of college EFL students’ use of metacognitive reading strategies when reading in Chinese (L1) and in English (L2). Ten EFL college students in Taiwan participated in this study. Data regarding students’ use of metacognitive reading strategies in L1 and L2 were elicited through a think-aloud reading task. The results showed that while certain similarities in metacognitive strategy use were found between L1 and L2 reading comprehension, students exhibited somewhat different reading behavior between the two languages. One important difference was that students tended to apply far more metacognitive reading strategies when reading in L1 than in L2. Moreover, students were more capable of identifying main ideas as well as making inferences when reading in their native language. When reading in L2, students not only needed to monitor their own understanding more often but also invoked additional strategies to help them review and comprehend the text.
    關聯: 外國語文研究, 23, 99-124
    Foreign language studies
    数据类型: article
    显示于类别:[外國語文研究] 期刊論文

    文件中的档案:

    档案 大小格式浏览次数
    23(99-124).pdf317KbAdobe PDF2439检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈