1引言近年来,随着城市化、国际化的不断推进,中国多言多语家庭日益增多。来自不同语言文化背景的人组建的家庭往往面临更复杂的语言选择和语言教育问题,关注这些家庭的语言规划有重要的现实意义。早在20世纪70—80年代,家庭作为经典语言政策研究的微观面开始引起学界关注(Cooper,1989;Fishman,1970)。进入21世纪以来,随着国际交流和人口流动的增强,家庭语言政策(亦作家庭语言规划或家庭语言政策与规划)迅速发展成为一个独立的研究领域(Curdt-Christiansen et al.,2020;Smith-Christmas,2016a),集中探讨家庭语言规划与儿童语言能力发展之间的关系(方小兵,2018;尹小荣等,2017)。
In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.
