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題 名 | Estudio Sobre la Conciencia Metacognitiva de los Alumnos que Estudian el Español Como L2=探討西班牙語學習者的後設認知知覺=Metacognitive Awareness and Spanish Reading Skills |
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作 者 | 呂羅雪; 林宛瑩; | 書刊名 | 淡江人文社會學刊 |
卷 期 | 26 民95.06 |
頁 次 | 頁71-90 |
分類號 | 804.7 |
關鍵詞 | 後設認知知覺; 閱讀策略; 閱讀理解; Conciencia metacognitiva; Uso de estrategias; Comprensión; Metacognitive awareness; Reading comprehension; Reading strategy; |
語 文 | 西班牙文(Spanish) |
中文摘要 | 近年來第一語與第二語的閱讀研究者從其研究結果中發現真正的閱讀理解並非線性的過程,亦非過度練習的僵化刻板活動,應是讀者在閱讀過程中能調整閱讀策略與監控理解。亦即在閱讀活動中,讀者能察覺本身閱讀能力的高低,對文章異同有所認知,並且適當運用不同的策略以求瞭解文意。因此,在理解過程中,讀者有著使用策略以幫助說讀順暢進行,以及解決理解困難之需要,而正是閱讀後設認知的觀點。本論文旨在於探討臺灣西班牙語學習者的後認知知覺在閱讀中的表現。希望透過對此一研究主題的深入剖析,對臺灣西班牙語閱讀研究及教學提出新的思考方向。 本論文主要分析靜宜大學西班牙語文學系一、二、三年級學生在閱讀西文時所使用的策略頻率及種類,以歸納並瞭解他們的閱讀模式。研究結果顯示:第一,三個年級的學生均偏好使用局部性策略多於整體性策略。第二,在局部性策略中,以補救策略的使用頻率高於效率策略和信心策略的使用頻率。第三,隨著年級的逐步增高,學生的後設認知知覺也越來越高。 |
英文摘要 | The current explosion of research on second language reading proficiency has begun to focus on readers’ metacognitive reading, i.e., their awareness of the strategies they use when they read. Much research evidence indicates that the proficient ESL students showed more awareness of their use of strategies in reading than the less proficient ESL readers. Since there are only a small number of existing studies on the reading behavior of Taiwanese students who learn Spanish as their second language, this paper aims to investigate the relationships between readers’ metacognitive awareness of various types of reading strategies and their reading performance. The results obtained showed that the first, second and third year-students tend to use more “local” strategies focusing on syntax and semantics (grammar and word-meaning) than the “global” strategies focusing on text structure and background knowledge. Among all the strategies used, the remedial strategies are used more frequently than the strategies related to confidence in reading and reading effectively. When students are more mature, they tend to show more awareness in using strategies and controlling reading. |
本系統中英文摘要資訊取自各篇刊載內容。