二语阅读成分分析：基于元认知知识和词汇广度

　　《二语阅读成分分析（基于元认知知识和词汇广度）》以中国大学生为研究对象，采用有声思维法、访谈法和问卷法等多数据来源．系统探讨了中国大学生在英语阅读过程中运用元认知知识的特点，并调查了元认知知识、词汇广度和英语阅读能力三者之间的关系。结果表明，非成功阅读者和成功阅读者在阅读策略、目的、兴趣、自我效能和角色等方面均存在差异；学生词汇广度不仅对学生的阅读能力发生显著影响，而且还调节元认知知识对阅读能力的影响。研究为语言闻值假说提供了依据，充实了第二语言阅读理论研究。《二语阅读成分分析（基于元认知知识和词汇广度）》发展了元认知知识的概念，提出元认知知识不仅包含认知成分，还包含自我效麓和目标设定等动机性成分，并据此发展出一个二语阅读元认知知识的编码系统。在方法论方面，本书采用质化和量化相结台的方法，以探索性的质化研究开始，形成问卷，研究方法严谨规范。本书完善了有声思维法在实际运用中的一系列操作性问题，可为同类研究的展开提供参考。本书适合外语教师和应用语言学专业的研究人员和研究生阅读。

暂缺《二语阅读成分分析：基于元认知知识和词汇广度》作者简介

Preface List of Tables and Figures Chapter 1 Introduction Chapter 2 Theories of Reading 2.l Process models 2.1 1 Process models of L1 reading 2.1.2 Process models ofL2 reading 2.2 Product models 2.2.1 Componentialmodels ofLl reading 2.2 2 Componenfial models of L2 reading 2.3 Summary Chapter 3 Metacognitive Knowledge Vocabulary Size and L2 Reading COmDrehensiOn 3.1 Metacognifive knowledge and reading comprehension 3.1.1 What iS meta？ 3.1.2 What is metacognition？ 3.1.3 What is metacognitive knowledge？ 3.1.4 How does metacognitive knowledge affect reading？ 3.1.5 Empirical studies on the relationship between metacognitive knowledge and reading comprehension 3.1.6 Summary 3.2 Vocabulary size and L2 reading comprehension 3.2.1 Vocabulary size and threshold vocabulary for L2 reading 3.2.2 Vocabulary size of tertiary L2 learners 3.2.3 How does vocabulary size affect L2 reading comprehension？ 3.2.4 Summary Chapter 4 Methodology 4.1 Pilot study 4.1.1 Planning session 4.1.2 Training session 4.1.3 Research session 4.2 Research scope of the main study 4.2.1 Research questions 4.2 2 Method of Phase One study 4.2.3 Method ofPhaseTwo study Chapter 5 Phase One Study Findings：Chinese EFL Readers’Metacognitive Knowledge in EFL Reading Comprehension. 5.1 Types of metacognitive knowledge utilized in the think—aloud task 5.2 Metacognitive knowledge utilized by successful and lesS successful readers：Case studies 5.2 1 Iris：Reading for information 5.2 2 David：Reading for academic progress 5.2.3 Lily：Reading for vain 5.2.4 Anna：Reading for passing examinationst 5.2.5 Discussion 5.3 Summary Chapter 6 Phase Two Study Findings：Relationships among Metacognitive Knowledge，Vocabulary Size and EFL Reading Comprehension 6.1 Vocabulary size ofChinesetertiaryEFLreaderst 6.2 Relationships among metacognitive knowledge vocabulary size and EFL reading comprehension 6.2.1 Vocabulary size and EFL reading comprehension 6.2.2 Metacognitive knowledge，vocabulary size and EFL reading comprehension 6.2.3 Summary and discussion 6.3 Summary Chapter 7 Conclusion 7.1 Major findings of this study 7.2 Contributions ofthis study 7.2.1 Theoreucal contributions 7.2.2 Empirical contributions 7.2.3 Pedagogical contributions 7.3 Limitations of the study 7.4 Suggestions for future research REFERENCES APPENDlCES APPENDIX 1 Interview guidelines for the subjective Judgment of text selection in the pilot study APPENDIX 2 Interview guidelines for think—aloud in the training and research sessions of the pilot study APPENDIX 3 Directions for the think—aloud task APPENDIX 4 Modeling and research texts in the main study APPENDIX 5 Interview guidelines following the research session of think-aloud in the main study APPENDIX 6 Questionnaire on the Metacognitive Knowledge of EFL Reading Comprehension APPENDIX 7 AVocabularyLevelsTest(Nation，1990) APPENDIX 8 EFL Reading Comprehension Test