Ｉｎｆｌｕｅｎｃｅ　ｏｆ　Ｍｅｔａｃｏｇｎｉｔｉｏｎ　Ｓｔｒａｔｅｇｉｅｓ　ａｎｄ　Ｃｏｇｎｉｔｉｏｎ　Ｓｔｒａｔｅｇｉｅｓ　ｏｎ　Ｅｎｇｌｉｓｈ　Ｒｅａｄｉｎｇ

doi:10.3969/j.issn.1009-0479.2015.02.008

Abstract

Abstract:

Ｔｈｅ　Ｅｎｇｌｉｓｈ　ｔｅａｃｈｉｎｇ　ｉｎ　ｖｏｃａｔｉｏｎａｌ　ｃｏｌｌｅｇｅｓ　ｈａｓ　ｌａｉｄ　ｉｔｓ　ｅｍｐｈａｓｉｓ　ａｎｄ　ｄｉｆｆｉｃｕｌｔｙ　ｏｎ　ｄｅｖｅｌｏｐｉｎｇ　ｌｅａｒｎｅｒｓ＇Ｅｎｇｌｉｓｈ　ｒｅａｄｉｎｇ　ａｂｉｌｉｔｙ　ｓｏ　ｔｈａｔ　ｔｈｅｙ　ｃｏｕｌｄ　ｏｂｔａｉｎ　ｉｎｆｏｒｍａｔｉｏｎ　ｔｈｅｙ　ｎｅｅｄ　ｂｙ　ｍｅａｎｓ　ｏｆ　Ｅｎｇｌｉｓｈ．Ｔｈｅｒｅｆｏｒｅ，ａ　ｓｕｒｖｅｙ　ｗａｓ　ｃｏｎｄｕｃｔｅｄ　ｔｏ　ｕｎｄｅｒｓｔａｎｄ　ｈｏｗ　ｍｅｔａｃｏｇｎｉｔｉｏｎ　ｓｔｒａｔｅｇｉｅｓ　ａｎｄ　ｃｏｇｎｉｔｉｏｎ　ｓｔｒａｔｅｇｉｅｓ　ｈａｖｅ　ｉｎｆｌｕｅｎｃｅ　ｏｎ　Ｅｎｇｌｉｓｈ　ｒｅａｄｉｎｇ　ｃｏｍｐｒｅｈｅｎｓｉｏｎ　ｔｏ　ｎｏｎ－Ｅｎｇｌｉｓｈ　ｍａｊｏｒ　ｓｔｕｄｅｎｔｓ．Ｔｈｅ　ｒｅｓｕｌｔｓ　ｓｈｏｗ　ｔｈａｔ　ｂｏｔｈ　ｆａｃｔｏｒｓ　ｐｌａｙ　ｓｉｇｎｉｆｉｃａｎｔ　ｒｏｌｅｓ　ｉｎ　ｌｅａｒｎｅｒｓ＇ｐｅｒｆｏｒｍａｎｃｅ，ａｎｄ　ｔｈｅｙ　ｈａｖｅ　ｄｉｆｆｅｒｅｎｔｉａｌ　ｅｆｆｅｃｔｓ　ｏｎ　ｔｈｅ　ｒｅｓｕｌｔｓ　ｏｆ　ｔｈｅ　ｌｅａｒｎｅｒｓ　ｗｈｏ　ａｒｅ　ｃｏｇｎｉｔｉｖｅｌｙ　ａｎｄ　ｌｉｎｇｕｉｓｔｉｃａｌｌｙ　ｄｉｆｆｅｒｅｎｔ．Ｔｈｉｓ　ｐａｐｅｒ　ｐｕｔｓ　ｆｏｒｗａｒｄ　ｓｏｍｅ　ｓｕｇｇｅｓｔｉｏｎｓ　ｏｎ　ｈｏｗ　ｔｏ　ｅｎｈａｎｃｅ　Ｅｎｇｌｉｓｈ　ｒｅａｄｉｎｇ　ｓｔｒａｔｅｇｉｅｓ　ｉｎ　ｃｌａｓｓｒｏｏｍ　ｔｅａｃｈｉｎｇ　ａｓ　ｆｏｌｌｏｗｓ：ｓｈｉｆｔ　ｔｅａｃｈｉｎｇ　ｆｏｃｕｓ　ｆｒｏｍ　ｐａｓｓｉｎｇ　ｏｎ　ｋｎｏｗｌｅｄｇｅ　ｔｏ　ｅｍｐｌｏｙｉｎｇ　ｒｅａｄｉｎｇ　ｓｔｒａｔｅｇｉｅｓ；ａｄｖｏｃａｔｅ　ｉｎｄｉｖｉｄｕａｌ－ｏｒｉｅｎｔｅｄ　ｔｅａｃｈｉｎｇ　ａｎｄ　ｍａｋｅ　ａ
ｄｉｆｆｅｒｅｎｃｅ　ａｍｏｎｇ　ｌｅａｒｎｅｒｓ　ｗｉｔｈ　ｄｉｆｆｅｒｅｎｔ　ｌａｎｇｕａｇｅ　ｐｒｏｆｉｃｉｅｎｃｙ　ａｎｄ　ｄｉｆｆｅｒｅｎｔ　ｃｏｇｎｉｔｉｖｅ　ｃｏｍｐｅｔｅｎｃｅ；ｐａｙ　ａｔｔｅｎｔｉｏｎ　ｔｏ　ｂｏｔｈ　ｔｅａｃｈｉｎｇ　ｆｏｒｍ　ａｎｄ　ｔｅａｃｈｉｎｇ　ｃｏｎｔｅｎｔｓ　ｔｏ　ａｒｏｕｓｅ　ｌｅａｒｎｅｒｓ＇　ｉｎｔｅｒｅｓｔｓ　ａｎｄ　ｅｎｔｈｕｓｉａｓｍ，ｃｈａｎｇｉｎｇ　ｔｈｅｍ　ｆｒｏｍ　ｐａｓｓｉｖｅ　ｒｅａｄｅｒｓ　ｔｏ　ａｃｔｉｖｅ　ｏｎｅｓ．Ｏｗｉｎｇ　ｔｏ　ｔｈｅ　ｌｉｍｉｔｅｄ　ｓｕｂｊｅｃｔｓ　ａｎｄ　ｂｙ　ｔａｋｉｎｇ　ＰＲＥＴＣＯ－Ｂ　ａｓ　ｔｈｅ　ｔｅｓｔｉｎｇ　ｔｏｏｌ，ｔｈｅ　ａｂｏｖｅ　ｒｅｓｕｌｔｓ　ｃａｎ＇ｔ　ｙｅｔ　ａｐｐｌｙ　ｔｏａｌｌ　ｌｅａｒｎｅｒｓ　ｗｉｔｈ　ｄｉｆｆｅｒｅｎｔ　ｌｅｖｅｌｓ　ａｎｄ　ｆｕｒｔｈｅｒ　ｄｉｓｃｕｓｓｉｏｎ　ａｎｄ　ｅｘｐｌｏｒａｔｉｏｎ　ｏｆ　ｔｈｅｉｒ　ｉｎｆｌｕｅｎｃｅ　ａｒｅ　ｓｔｉｌｌ　ｎｅｅｄｅｄ．

Key words: ｃｏｇｎｉｔｉｖｅ　ｃｏｍｐｅｔｅｎｃｅ, ｌａｎｇｕａｇｅ　ｐｒｏｆｉｃｉｅｎｃｙ, ｒｅａｄｉｎｇ　ｓｔｒａｔｅｇｉｅｓ, ｃｏｒｒｅｌａｔｉｏｎ

CLC Number:

Ｈ３１９

ＰＥＩＳｈｕｉ－ｍｅｉ. Ｉｎｆｌｕｅｎｃｅ　ｏｆ　Ｍｅｔａｃｏｇｎｉｔｉｏｎ　Ｓｔｒａｔｅｇｉｅｓ　ａｎｄ　Ｃｏｇｎｉｔｉｏｎ　Ｓｔｒａｔｅｇｉｅｓ　ｏｎ　Ｅｎｇｌｉｓｈ　Ｒｅａｄｉｎｇ[J]. HPMug2oMmNrOfxWQHLiEksa6s0hFu9Ox348d7QefarYlaFR5ArkhOwm3Da1pmxmxCtenj1+6luWD#r#n+EPn9L6Ce+9onqnMlT+i, 2015, 31(2): 36-41.

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