出聲思維訓(xùn)練法對英專學(xué)生英語閱讀能力影響的研究開題報告
出聲思維訓(xùn)練法對英專學(xué)生英語閱讀能力影響的個案研究
本科生畢業(yè)論文開題報告表
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論 文 名 稱 |
中文 | 出聲思維訓(xùn)練法對英專學(xué)生英語閱讀能力影響的`個案研究 | |||||||||||||||||
| 英文 | Case Study about Effect of Think Aloud on the English Majors’ English Reading Abilities | ||||||||||||||||||
| 學(xué)生姓名 | 陳xx | 專業(yè) | 英語 | 年級 | 20xx | ||||||||||||||
| 指導(dǎo)教師 | 鄒xx | 職稱 | 單位 | ||||||||||||||||
| 畢業(yè)論文寫作時間 | 年 月 日至 年 月 日 | ||||||||||||||||||
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一、選題的意義及相關(guān)研究文獻綜述（選題背景） 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. |
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二、研究的主要內(nèi)容（研究問題）、預(yù)期目標（工作假設(shè)）以及可能遇到的困難 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. |
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三、擬采用的理論框架及/或研究方法、步驟 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. |
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四、論文提綱、總體時間安排與進度（階段性完成的任務(wù)，以周計算） 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
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五、初期參考文獻（≥10，必須包括book及article） [1] Susm ita Pani. Reading Strategy Instruetion Through Mental Modeling. [J], E l,T Journal, 2004 : 58/4 [2] 李夢醒(Li Mengxin) 大學(xué)英語閱讀中策略訓(xùn)練的教師——學(xué)生出聲思維模式初探 阜陽師范學(xué)院學(xué)報(社會科學(xué)版)第127期 2009:121-124 [3] 陳英和（Chen Yinghe）口語報告法在閱讀策略研究中的應(yīng)用 心理科學(xué) 2006.29（6）1303-1305 [4] 李炯英(Li Jiongying) 第二語言閱讀策略研究30年_回顧與展望 國內(nèi)外語教學(xué) 2005:43-51 [5] 姬興濤（Ji Xingtao） 元認知訓(xùn)練對電大學(xué)生英語閱讀能力影響的實驗研究 2003 [6] 肖德法、劉振前（Xiao Defa;Liu Zhenqian）外語學(xué)習策劃研究 山東大學(xué)出版社 2006 |
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六、指導(dǎo)教師意見 指導(dǎo)教師簽名： 年 月 日 |
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七、學(xué)院論文評審委員會意見 蓋章 年 月 日 |
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