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Chinese students' metacognitive awar...

Zhang, Yunhua.

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Chinese students' metacognitive awareness in reading English and its effect on comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Chinese students' metacognitive awareness in reading English and its effect on comprehension./
作者:	Zhang, Yunhua.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 8790.
Contained By:	Dissertation Abstracts International56-03A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9522693

Chinese students' metacognitive awareness in reading English and its effect on comprehension.
Zhang, Yunhua.

Chinese students' metacognitive awareness in reading English and its effect on comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 180 p.

Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 8790.

Thesis (Ph.D.)--Ohio University, 1994.

The study tests the effect of metacognitive awareness in reading English as a foreign language on the readers' comprehension. The subjects were 315 college students in Sichuan Province, the People's Republic of China. The purpose of the study was to determine: (1) the relationship between the subjects' metacognitive awareness of EFL reading and their reading ability; (2) the relationships between the subjects' perceptions of their purposes, confidence and strategies used in reading, and their reading comprehension; (3) Chinese students' general processing orientations to English reading (bottom-up or top-down); (4) the influence of the students' English language proficiency on metacognitive awareness and reading comprehension.Subjects--Topical Terms:

2122756
Reading instruction.

Chinese students' metacognitive awareness in reading English and its effect on comprehension.
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500 $a Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 8790.
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520 $a The study tests the effect of metacognitive awareness in reading English as a foreign language on the readers' comprehension. The subjects were 315 college students in Sichuan Province, the People's Republic of China. The purpose of the study was to determine: (1) the relationship between the subjects' metacognitive awareness of EFL reading and their reading ability; (2) the relationships between the subjects' perceptions of their purposes, confidence and strategies used in reading, and their reading comprehension; (3) Chinese students' general processing orientations to English reading (bottom-up or top-down); (4) the influence of the students' English language proficiency on metacognitive awareness and reading comprehension.
520 $a The students' responses to the Metacognitive Awareness Questionnaire, the English Reading Comprehension Test and the Demographic Questionnaire provided quantitative data. An opening question provided qualitative data. Correlation analysis, Chi-square, MANOVA, and descriptive analysis were conducted on the data.
520 $a The study reveals that Chinese students' metacognitive awareness of English reading in some way relates to comprehension. The students' motivation to read for enjoyment and for the improvement of reading ability are positively correlated with their reading scores. Most students reported that they used top-down instead of bottom-up strategies. However, since their perceived reading strategies are not related to their reading scores, these students may know these top-down strategies but may not know how to use them. The results also suggest that Chinese students depend greatly on their English language ability rather than on other abilities for comprehension. The study suggests some possible reasons for their language-bound reading: the pedagogical influence, students' lack of English cultural background and their limited control of the English language.
520 $a Suggestions for the improvement of China's EFL reading instruction include using metacognitive awareness as a diagnostic tool, and adding selected teaching strategies commonly used in L1 and L2 reading classrooms in the West. Suggestions for future research include various aspects of metacognitive study and the use of combined research methods.
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