metacognitive的例句大全

The application of the Metacognitive Strategies to the college English listening course is provided with the teachability and the validity and such Metacognitive Strategies can be applied to the other fields of English study.

并且认为把元认知策略引入大学英语听力教学的模式具有可教性和有效性，并且可以引申到英语学习的其它领域。

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The Interaction Theory of Metacognitive and Associative Mechanisms of Strategy Discovery

策略发现的元认知机制和联结机制的交互作用理论

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The paper suggests three kinds of the interaction theory of metacognitive and associative mechanisms of strategy discovery, including two kinds of representational translation theory and newly-developed competitive negotiation theory, and the paper gives three kinds of theories an assess.

本文主要介绍了策略发现的元认知机制和联结机制的三种交互作用理论，包括两种表征翻译理论和新近发展的竞争性谈判理论，并对这三种理论进行了评价。

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Metacognitive strategies can help readers to regulate and control their reading process.

元认识策略可以帮助阅读者监控阅读过程，因此元认知策略和阅读有很强的相关性。

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To students, classroom achievement goal orientation is the most important characteristic of social environment that may influence on on-line motivation and metacognitive monitoring via the influence on personal achievement goal orientation based on some studies.

对学生来讲，课堂成就目标定向是最主要的社会环境因素，从已有的研究推论，课堂成就目标定向可能通过对个人成就目标的影响来影响临场动机及元认知监控。

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the application of metacognitive theory into practice has attracted many researchers' attention with the penetration of chinese english teaching reform.

随着我国英语教学改革的深入，如何将元认知理论应用到阅读教学实践中去的问题得到了越来越多的研究者的关注。

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Effectiveness of Metacognitive Strategies in Fast Reading Performance

快速阅读中元认知策略的有效性研究

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As a partial solution to the problem, this article works from the metacognitive theory and textual theory on applying to the classroom teaching of listening through discussion, which can help students overcome listening obstacles and improve their listening ability.

本文尝试将元认知理论与语篇理论有效地应用到听力教学中，提出了改进大学英语听力教学的有效方法，帮助学生克服听力障碍从而提高听力理解能力。

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The data are analyzed by the social science statistical software SPSS 18.0.The findings of this study indicate that the high-score students have stronger metacognitive awareness than the low-score students.

统计工具为社会科学统计软件SPSS18.0。调查结果显示，听力水平高的学生具有较强的听力元认知意识。

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Good, medium and bad students have very much remarkable difference metacognitive ability in chemical problem solving;

学优生、中等生和学困生在化学问题解决中的元认知能力差异非常显著；

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Learners with global learning style preference liked metacognitive, cognitive and compensation strategies.

整体型风格学习者善于使用元认知、认知和补偿策略。

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An Empirical Study of Metacognitive Strategy Use in English Reading Comprehension

英语阅读理解中有关元认知策略使用的实证研究

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However, the relevant research on the role that metacognitive strategy plays in the selection and use of reading strategies is rare.

而有关元认知在阅读策略的选择和使用中所起作用的研究并不多见，对新疆少数民族大学生英语阅读策略的研究更少见。

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67 percent of the students and 57 percent of the students consciously or unconsciously learn vocabulary by Metacognitive Strategy and Cognitive Strategy respectively. 60 percent of the students hardly study English vocabulary by Communicative Strategy.

百分之六十七的同学在记忆单词的过程中有意识地或无意识地应用元认知策略和百分之五十七的学生应用认知策略，而55%的同学几乎都不用交际策略学习英语词汇。

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But exploring the metacognitive capacity of animals could become an important criterion in highlighting the similarities and differences between human and animal minds.

但对动物元认知能力的探索也许能成为一条重要的标准，以强调人类思维和动物思维的异同之处。

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This thesis reports a study of the effects of cognitive and metacognitive strategy training on vocabulary learning in an English classroom of Shandong University of Technology.

本文旨在研究认知与元认知词汇学习策略培训对山东理工大学非英语专业学生词汇学习的有效性。其理论基础来源于认知语言学、心理语言学和外语学习策略理论。

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First, increasing students' metacognitive awareness of reading strategies and improve their ability of strategy use play a vital role in helping students become competent readers.

首先，提高学生阅读策略的元认知意识和策略使用的能力对培养高效能的读者起到至关重要的作用。

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A Study on Metacognitive Strategies Chinese Postgraduates of Non-English Majors Use in Academic English Reading

对我国非英语专业研究生在学术英语阅读中使用的元认知策略的研究

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Secondly, the author carried out a qualitative study through interviews and think-aloud sessions to further investigate the postgraduates' use of metacognitive strategies in academic English reading comprehension when the materials being read were specialized academic reading, and how they used these strategies.

接着，作者又通过面谈和有声思维的形式开展了一次定性研究，进一步调查非英语专业研究生在专业英语阅读理解中使用元认知策略的情况，以及他们是如何使用这些策略的。

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An Empirical Study on the Teachability of Metacognitive Strategies in EFL Reading Class

元认知策略在EFL阅读教学中的可教性研究

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