On Metacognitive Abilities Of Web-based Foreign Language Reading

With the development of information technology and the popularization of Internet, the multimedia network-based environment has more and more effects on foreign language study. It will play a more and more predominant role in modern foreign language teaching, and the advantages that internet used in foreign language instruction are becoming more discernible. Under the new trend of web-based foreign language teaching in college foreign language teaching reform, this web-based educational model presents the principle of three mutual integration, it contains practicality, cultural and interesting. It fully mobilized the enthusiasm of teaching and learning between teachers and students, and also established the center position of students in the teaching process effectively.21 century's education is education in network, the reading methods have been revolutionized by the technical development of internet. The popularity of network has taken the unprecedented chance to our foreign language reading teaching, and this kind of teaching mode will thus become one of the important reading methods affecting people's life. The valid web-based foreign language reading depends on the high level of student's metacognitive abilities.This study is conducted on a sample of non-English major undergraduates from North China Electric Power University with questionnaire survey, and then undertook systems analysis to investigating data. By collecting data on metacognitive knowledge, metacognitive experience and metacognitive monitoring, as well as the condition of self-awareness, in order to know the present overall and specific conditions of student's ability of web-based foreign language reading. The survey found that the student's metacognitive abilities of web-based foreign language reading are slightly above average, and there are some remarkable differences of the abovementioned aspects. To the current situation of student's metacognitive abilities of web-based foreign language reading, based on the metacognitive theory and related theory of web-based foreign language reading, this paper gave metacognitive strategies and the cultivation suggestions to web-based foreign language reading learning. This paper mainly consists of five chapters as follows:The first chapter is problem introduction and research status. First of all, it described the background and significance of this study, and then starting from the survey of the literature in domestic and abroad; Moreover, this part has made a comparative research into the web-based foreign language reading teaching mode with traditional teaching mode, discusses the main problems existing in the traditional foreign language reading teaching mode, and then exhaustive has made the feasibility analysis to the web-based foreign language reading teaching, as well as some problems need attention; And finally, described the main research contents and methods of this paper.The second chapter is about the basic concepts and the theoretical basis for this study. First, the section of basic concepts mainly includes metacognitive and metacognitive ability, foreign language reading comprehension, network reading, web-based instruction and multimedia network teaching; then introduced the theoretical basis of this study, including learning theory of constructivism, foreign language reading metacognitive strategy theory, foreign language reading psychology linguistics theory and schema theory of reading.The third chapter has conducted the investigation and analysis of the current situation of college student's metacognitive abilities of web-based foreign language reading. And then made the variance analysis forward the sixth aspects, it contains the differences between genders, disciplines and grades, the conditions of computer-owners, the time spend on internet every day, the study time use of internet. The survey found that the student's metacognitive abilities of web-based foreign language reading are slightly above average, and there are some remarkable differences of the abovementioned aspects.The fourth chapter analyzed the current situation of metacognitive abilities of web-based foreign language reading, based on the metacognitive theory and related theory of web-based foreign language reading, this paper gave metacognitive strategies and the cultivation suggestions to web-based foreign language reading learning.Finally, summarized the research work and the significance of the study, analyzed the shortcomings of this study, pointed out the direction for future research, that is in the future teaching of foreign language reading, according to the actual situation, we should explore the best places for the web-based foreign language reading teaching and the traditional foreign language reading teaching. We should make the effective use of abundant network resources and advanced multimedia teaching means to develop the foreign language reading learning effectively, strengthen the training of metacognitive learning strategies, and pay attention to the cultivation of student's metacognitive abilities, in order to improve the effect of the web-based foreign language reading learning.