出声思维训练法对英专学生英语阅读能力影响的研究开题报告
出声思维训练法对英专学生英语阅读能力影响的个案研究
本科生毕业论文开题报告表
|
论 文 名 称 |
中文 | 出声思维训练法对英专学生英语阅读能力影响的`个案研究 | |||||||||||||||||
| 英文 | Case Study about Effect of Think Aloud on the English Majors’ English Reading Abilities | ||||||||||||||||||
| 学生姓名 | 陈xx | 专业 | 英语 | 年级 | 20xx | ||||||||||||||
| 指导教师 | 邹xx | 职称 | 单位 | ||||||||||||||||
| 毕业论文写作时间 | 年 月 日至 年 月 日 | ||||||||||||||||||
|
一、选题的意义及相关研究文献综述（选题背景） Think aloud, one of type of verbal report, is an important indicator of cognition. It has been widely employed in the research of psychology and cognitive science, which was developed by Duncker, a German psychologist. Cognitive psychologists used think aloud to study the procedure of human thought when they were thinking. The first person introduce the think aloud into reading study is Olshavsky, who regarded reading as problem-solving process. Then many language scientists began to utilize it for further study. Metacognition is simply defined as knowing about knowing. It involves the conscious understanding of one’s own thought processes and includes knowledge about when and how particular learning strategies should be applied. Researchers propose that use of metacognitive strategies such as planning, selecting, monitoring, and evaluating assist in learning more effectively and decisively. The results of such investigations can be applied to language learning where the possible use of thesestrategies may result in greater learner success of acquiring a second language. Linking the think aloud with metacognitive strategies is a new trend in the study of reading stategies. But the researches on this direction is not so much in China, according to a review by Wang(2006) in Verbal Reports in Reading Strategy Research. Still sevral Chinese researcheres made some tentative explorations. For example, An Experimental Study on the Effect of Metacognitive Training to English Reading Comprehension Ability of TV University Students by Ji(2003) and Integrating Teacher——Student Pattern of Mental Modeling in Reading Strategies’s Training by Li(2009). The former one is prone to study think aloud as one of way to improve the metacognition of TV university students, which belong to an psycological study and did not study think aloud separately. The latter one defines the think aloud as a teaching method to improve the students’ reading abilities, which did not well control the experimental variable. Moreover, both of them do not study the think aloud as a student self-study methods. Duffy, Roehler and Hdffmann suggested, according to their experiment, that think aloud could efficiently improve the students’ reading abilities in 1988. In 2004, Susmita Pani proved that think aloud is a quite successful teaching method in improving students’ reading abilities. But using think aloud as a self-study method by the students whose thinking structure is mature is no one to explore. This paper will use think aloud as self-study method to training the university English majors, whoes thinking struction already developed maturely based on the genetic epistemology of Jean Piaget. The reseach methods will be case study, which try to track the whole procedures of the participants’ training. |
|||||||||||||||||||
|
二、研究的主要内容（研究问题）、预期目标（工作假设）以及可能遇到的困难 Research Questions 1.Can the think aloud training improve the English majors’ English reading abilities? 2.What are the differences between the performance on the Metacognitive strategies of English majors before the training and after the training? Research Hypothesis 1.The think aloud training can improve the English majors’ English reading abilities. 2.After the think aloud training, the English majors’ abilities of using Metacognitive strategies will improve. The Difficults 1.The source of the participants is limited, so the validity of the experiment will be influnced. 2.It is hard to find a language laboratory for the think aloud training. 3.How to train the participants to pratice think aloud is a key for the experiment. |
|||||||||||||||||||
|
三、拟采用的理论框架及/或研究方法、步骤 Experimental Design 1.Participants Randomly choose 8 participants of grade 2012 English major of School of Arts and Social Science of Guangzhou University of Chinese medicine. 2.Experimental Variable (1) Independent Variable Independent variable is whether the participants accept the think aloud training. (2)Dependent Variable The English reading ability and metacognitive strategies text. (3)Control Variable During the experiment, all the participants will be trained in the same laboratory at the same time, and use same materials and instruction. 3.Instrument and Materials (1)The materials of before and back measurement Randomly choose 2 papers of TEM-4 from 2004 to 2013. (2)Questionnaire of Metacognitive strategies The questionnaire is form The Study of Foreign LanguageLearning Strategy by Xiao, who translated and modified the questionnaire of Phakiti(2003). (3)Training materials The reading materials of training is from the paper of TEM-4 expect the before and back measurement. Each training only use one article. (4)Instruments Sound recorder for record the paticipants’ thought when they finish the reading paper. 4.Experiment procedures (1)Before measurement Finish 4 airticle which are from TEM-4 paper in 25 minutes, and then fill in the questionnaire. (2)Think aloud training Randomly divide the pacitipants into two group. A group should use the think aloud to finish one reading paper which is from the TEM-4 paper in 25 minutes and record their sound, while B group finish the same paper in 25 minutes in the same place at the same time. The training will continue 2 weeks. Each week has 4 time training. (3)Back measurement Finish 4 airticle which are from TEM-4 paper in 25 minutes, and then fill in the questionnaire. 5.Instruction (1)For A group:Please finish the follows reading paper in 25 minutes. At the same time, you should speak loudly about what you think at that moment, and record what you say by sound recorder. Do not explain the reason why you have such kind of thought. (2)For B group: Please finish the follows reading paper in 25 minutes. |
|||||||||||||||||||
|
四、论文提纲、总体时间安排与进度（阶段性完成的任务，以周计算） Acknowledgements Abstract 摘要 List of Figures Lise of Tables Chapter 1 Introduction 1.1 Research Significance 1.2 Research Design 1.2.1 Research Questions 1.2.2 Research Methods 1.3 The General Organization of the Dissertation Chapter 2 Literature Review 2.1 Previous Research on Think Aloud in English Reading 2.2 Previous Research on Metacognitive strategies of English Reading Chapter 3 The Empirical Study 3.1 Research purpose 3.2 Research instruments 3.2.1 Think-Aloud 3.2.2 Questionnaires and interviews 3.2.3 Reading Practice 3.3 Research design 3.3.1 Participants 3.3.2 Source Text 3.3.3 Procedures 3.4 Data reduction 3.4.1 Data sources 3.4.2 Transcribing TAPs 3.5 Data coding 3.6 Validity control Chapter 4 Results and Discussions 4.1 Data Analysis of the Experiment 4.2 Result and Analysis of the Questionare and interview 4.3 Exploring the affective factors Chapter 5 Conclusion References Appendix A Questionnaire of Metacognitive strategies Appendix B Source text Appendix C Instruction Sheet of the Experiment Appendix D Post-translating Interview Appendix E Sample of TAPs Timetable of the Dissertation
|
|||||||||||||||||||
|
五、初期参考文献（≥10，必须包括book及article） [1] Susm ita Pani. Reading Strategy Instruetion Through Mental Modeling. [J], E l,T Journal, 2004 : 58/4 [2] 李梦醒(Li Mengxin) 大学英语阅读中策略训练的教师——学生出声思维模式初探 阜阳师范学院学报(社会科学版)第127期 2009:121-124 [3] 陈英和（Chen Yinghe）口语报告法在阅读策略研究中的应用 心理科学 2006.29（6）1303-1305 [4] 李炯英(Li Jiongying) 第二语言阅读策略研究30年_回顾与展望 国内外语教学 2005:43-51 [5] 姬兴涛（Ji Xingtao） 元认知训练对电大学生英语阅读能力影响的实验研究 2003 [6] 肖德法、刘振前（Xiao Defa;Liu Zhenqian）外语学习策划研究 山东大学出版社 2006 |
|||||||||||||||||||
|
六、指导教师意见 指导教师签名： 年 月 日 |
|||||||||||||||||||
|
七、学院论文评审委员会意见 盖章 年 月 日 |
|||||||||||||||||||
【出声思维训练法对英专学生英语阅读能力影响的研究开题报告】相关文章：
提速英语专八阅读能力的方法07-09
如何提高专四英语阅读能力06-20
如何提高英语专八的阅读能力10-28
诠释影响学生英语阅读能力的教师因素论文07-16
学生英语阅读理解能力培养研究09-20
提高学生英语阅读能力10-16
提高英语专四阅读理解能力的关键内容06-20
谈谈提高专四英语阅读能力的关键所在09-18
专四英语阅读06-20