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非英语专业任务型英语阅读教学中的元认知策略应用研究的中期报告.docx

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非英语专业任务型英语阅读教学中的元认知策略应用研究的中期报告 Mid-termReportontheApplicationofMetacognitiveStrategiesinTask-basedEnglishReadingTeachingforNon-EnglishMajors Introduction Task-basedteachinghasbeenwidelyappliedinEnglishreadingteachingfornon-Englishmajors.However,studentsoftenencounterdifficultiesincomprehendingthereadingmaterialsduetothelimitedEnglishproficiencyandinadequatemetacognitivestrategies.Therefore,itisnecessarytoexploretheapplicationofmetacognitivestrategiesintask-basedEnglishreadingteachingfornon-Englishmajors. ResearchQuestions 1.Whatarethemetacognitivestrategiesthatnon-EnglishmajorsneedtoapplyinEnglishreadingtasks? 2.Howcanmetacognitivestrategiesbeintegratedintotask-basedEnglishreadingteachingfornon-Englishmajors? 3.Whataretheeffectsofmetacognitivestrategyinstructiononnon-Englishmajors'Englishreadingproficiencyandlearningattitudes? LiteratureReview Metacognitivestrategiesrefertohigher-levelknowledgeprocessesthatallowindividualstomonitorandregulatetheirowncognitiveprocesses(Flavell,1979).Studieshaveshownthatmetacognitivestrategiesarecriticalforsuccessfulreadingcomprehension(Brown,Campione,&Day,1981;Pressley,Borkowski,&Schneider,1987).Thereareseveralmetacognitivestrategiesthatnon-EnglishmajorsshouldapplyinEnglishreadingtasks,includingpredicting,activatingbackgroundknowledge,monitoringcomprehension,andclarifyingmisunderstandings(O'Malley&Chamot,1990). Task-basedteachinginvolveslearnersincompletingtasksinacommunicativecontext,whichpromotesactiveinvolvement,authenticlanguageuse,andlearningtransferability(Willis&Willis,2007).Task-basedEnglishreadingteachingfornon-Englishmajorsshoulddesignauthenticreadingtasksthatrequiretheapplicationofmetacognitivestrategies.Theinstructionofmetacognitivestrategiescanbeintegratedintothepre-task,taskcycle,andpost-taskstages(Carless,2007). Methodology Thestudyadoptsamixed-methodsapproach,includingapre-test/post-testexperiment,interviews,andobservations.Theparticipantsare80non-EnglishmajorsfromauniversityinChina,whoarerandomlyassignedtotheexperime