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英语阅读中元认知策略、焦虑和成绩的关系.docx

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英语阅读中元认知策略、焦虑和成绩的关系 Introduction Readingisoneofthefundamentalskillsthatisessentialforlearningandcommunicationinanylanguage.InthecontextoflearningEnglishasaSecondLanguage(ESL),readingskillsareparticularlycrucialasreadingproficiencysupportsotherlanguageskillssuchaswriting,listening,andspeaking.However,readingcanbeachallengingprocessforESLlearners,especiallywhenthetextsaredenseorthevocabularyisunfamiliar.Totacklethesechallenges,ESLlearnersneedtoemploycertainmetacognitivestrategiesthathelpthemregulatetheirlearning,andreduceanxietythatmayotherwiseimpedetheirreadingperformance.Thispaperexaminestherelationshipbetweenmetacognitivestrategies,anxiety,andreadingperformanceinESLlearners. MetacognitiveStrategies Metacognitionreferstotheawarenessandregulationofone'sowncognitiveprocesses.InESLreadingcontexts,metacognitivestrategiescanbebroadlycategorizedintothreegroups:planning,monitoring,andevaluation.Planninginvolvessettinggoals,selectingappropriatereadingstrategies,andactivatingpriorknowledgethathelpstoconstructmeaningfromthetext.Monitoringinvolvescheckingandevaluatingone'scomprehensionofthetextasitisreadandmakingnecessaryadjustmentstoimproveunderstanding.Evaluationinvolvesassessingone'sreadingperformanceafterreadingandidentifyingareasthatneedimprovementforfuturereadingtasks. ResearchdemonstratesthatdeployingmetacognitivestrategiesinESLreadingispositivelyrelatedtoreadingproficiency.InastudyconductedbyOxfordandCrookall(1989),college-levelESLstudentswhoengagedinmetacognitivestrategiessuchassettinggoals,usingcontextualclues,andaskingquestionsduringreading,showedsignificantimprovementintheirreadingcomprehensionscorescomparedtothosewhodidnot.Similarly,astudyconductedbySheoreyandMokhtari(2001)foundthatESLlearnerswhousedmetacognitivestrategieslikesummarizing,predicting,andquestioning,hadbetterreadingcomprehensionscoresthanthosewhodidnotusethesestrategies. Anxiety AnxietyisacommonchallengeforESLlearners,particularlywhenitcomestoreadingactivities.Anxietycanbedefinedasapsychologicalstate