metacognitive strategy造句

• This paper explores the necessity of metacognitive strategies teaching in learner autonomy , its teaching methods and teaching effects through a metacognitive strategy teaching research conducted in a university
  摘要通过在某高校进行的一项元认知策略教学的研究，探讨了元认知策略教学在自主学习中的必要性及其教学方法和教学效果。
• The primary purposes of the study were to investigate how frequently the students use metacognitive strategies and then to train them in some metacognitive strategies to see if their proficiency of english would be improved through the training
  以调查学生目前对元认知策略的使用频率和对他们进行元认知策略的培训来提高他们的英语水平为目的。
• Memory strategies , which mainly deal with the memorization of words , might negatively affect the test performance in reading and listening comprehension . metacognitive strategy is conducive to the development of students " grammatical knowledge
  记忆策略负面影响了高考听力、阅读分数；而元认知策略的使用对学生语法成绩的提高有显著的影响。
• However , a medium is needed in order to turn students " knowledge into listening ability . listening strategies , i . e . metacognitive strategies , cognitive strategies and social / affective strategies , can help them to achieve the purpose
  元认知策略、认知策略和社会情感策略等听力策略却是将这些知识转化为能力的中介，他们对中学生英语听力能力起着决定性的作用。
• At the cognitive level , contextualization and inferring were positively correlated with vocabulary knowledge tests . this indicate that the more often learners use metacognitive strategies , contextualiation and inferencing strategies , the higher scores on vocabulary
  而重复、翻译及关键词策略则与测试成绩呈负相关，表明学习者使用这几种策略的次数越多，词汇测试成绩越低。
• This fact indicates that the distinguish between performance approach goal and performance avoidance goal is visiable . 3 . the correlation relationship between master goal orientation and deep cognitive strategies , metacognitive strategies is significant
  2掌握目标与深加工和元认知策略相关显著，成绩接近目标与三种学习策略都呈显著相关，成绩回避目标只与浅表策略显著相关。
• The approach of combining metacognitive awareness with metacognitive strategies and combining separated training with integrated training is effective ' because some metacognitive strategies are hard to be completely integrated into the language learning materials of classroom teaching
  也证明了把元认知意识和元认知策略结合起来，把策略和语言学习内容分离训练和策略与语言学习内容融合的培训方式是有效的，因为有些元认知策略无法完全与课堂学习内容融合提
• Results showed that the memory category was the most frequently employed language learning strategy in this study , followed by affective strategies , metacognitive strategies and cognitive strategies , with compensation and social strategies the least used . the relationship between language learning strategies and gender was investigated using anova . results showed no significant differences by gender in the overall strategy use , but more metacognitive and social strategies by girl students at the level of specific strategies
  多重比较( posthocmultiplecomparisons )的结果显示，我国中学生的总体策略使用情况是：最常用的学习策略是记忆策略，其次是情感策略、元认知策略和认知策略，最不常用的是补偿策略和社交策略；对性别和学生运用英语学习策略的关系采用方差分析( anova )进行了探讨，结果表明，我国中学生在整体学习策略运用上没有显著的性别差异，但在个别学习策略的选择上，女生比男生更经常运用元认知策略和社交策略。
• Secondly , female students percept more . performance motivation climate than male students , male students hold more master goal than female students . on learning strategies , female students use more surface cognitive strategies , while male students use more metacognitive strategies . 5 . those students who hold multi - goals use more deep cognitive strategies and metacognitive strategies , but multi - goals has not certainly correlation with good achievement
  5多元回归研究表明，成绩接近目标对学习成绩具有显著的、积极的预测作用，成绩回避目标是学习成绩显著的、消极的预测源，掌握目标对学习成绩的预测作用不显著；成绩接近目标是浅表策略的积极预测源，掌握目标和成绩接近目标是深加工和元认知策略的积极预测源。
• The following conclusions are thus drawn : first , learners have developed the metacognitive strategies positively , especially in terms of selective attention , self - management , self - monitoring and self - evaluation ; second , at the different proficiency levels , the metacognitive strategies learners employ vary in contents and degree
  得出的结论为：第一，学习者的元认知策略在这3年中朝着积极的方向发展，其中选择注意力、自我管理、自我监控和自我评估等策略发展最为有效；第二，在不同的学习阶段，学习者使用的元认知策略在程度和内容上都有差异。
• Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy , cognitive strategy , compensation strategy , metacognitive strategy , affective strategy and social strategy and their effects on the reading , listening , writing , cloze , grammar and oral test performance of nmet
  研究结果表明，在各项策略中，补救策略、元认知策略、认知策略使用频率相对较高，而记忆策略、情感策略和社会策略使用频率较低。学习策略与高考成绩有显著的正相关。
• T - tests were employed to compare the differences between the two groups . the major findings can be stated as follows : 1 ) chinese efl learners used a variety of learning strategies in vocabulary learning , including both metacognitive and cognitive strategies ; 2 ) hps did better in the use of metacognitive strategies
  高分组学生与低分组学生在元认知策略的使用上存在显著差异，在认知策略方面，高分组学生使用更多的上下文，阅读，查找，猜测，分类等策略，而低分组学生使用更多的重复策略； 3
• At first , the 11th grade emphasizes more performance motivation climate than the 7th grade , while master motivation climate obviously decreases from 7th grade to 11th grade . with grade ascending , performance approach goal and master goal obviously decreases . in the same time , deep cognitive strategies and metacognitive strategies also decreases
  表现为：高二比初一更强调成绩氛围，而掌握氛围明显下降；随着年级的升高，成绩接近目标和掌握目标显著下降，个体采取深加工和元认知策略的水平也下降；女生比男生更多知觉到成绩氛围，男生比女生更多采取掌握目标和元认知策略。
• Among cognitive strategies , hps used more contextualization , reading , resourcing , inferring and grouping strategies while lps used rehearsal strategy more widely ; 3 ) many vocabulary learning strategies correlated with learning outcomes . all the metacognitive strategies were positively correlated with vocabulary knowledge tests
  所有的元认知策略都和测试成绩里正相关，认知策略中的上下文，猜测策略与测试成绩里正相关，说明学习者使用元认知策略及上下文、猜测策略越频繁，则词汇测试成绩越高。
• The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level . compensation strategy , metacognitive strategy and cognitive strategy received relatively higher level of usage , while memory , affective and social strategy were reported to be used less frequently . to find out whether there is any difference in strategy use among high , middle and low proficiency students , anova was employed to analyze the variance of learning strategies among groups of different proficiency
  在比较高中低分组策略运用和高考成绩之间的关系时，我们发现高考成绩高分、中分和低分组的学生在使用认知、补救、元认知、社会策略时有显著差异，英语成绩高的学生在使用这些策略的频率上显著高于低成绩组的学生，而在记忆策略和情感策略的运用频率虽无显著差异，但也是高分组高于低分组。
• The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework , with reference to other related researches and consideration of the reading practice of senior students . the thesis mentions 8 metacognitive strategies : arranging and planning , advance organization , directed attention , selective attention , self - management , self - monitoring , self - evaluation , and self - reinforcement ; 10 cognitive strategies : contextualization , resourcing , deduction , inferencing , elaboration , transfer , translating , note - taking , applying images and sound , summarizing
  对阅读策略的分类，作者参照《英语课程标准》的要求，考虑了中学生阅读的实际情况，也参考了其他学者的研究，并对o ’ malley chamoto ）的分类作了调整，提出8种元认知策略：计划安排、预先组织、集中注意、选择注意、自我管理、自我监控、自我评价、自我鼓励； 10种认知策略：利用上下文情境、利用目标语资源、演绎、推测、拓展、迁移、翻译、记笔记、利用图象声音、总结。