The Effects of Metacognitive Strategies on the Width and Depth of Second Language Vocabulary Acquisition

论文摘要

1976年,美国心理学家Flavell首次提出了元认知的概念。元认知就是对于认知的认知,是为了完成认知目标而对认知过程进行的监控和调整。Hosonfeld在1977年提出了元认知策略的概念。元认知策略是一种学习策略,包括对学习过程的计划和监控,以及学习活动结束后的评估。国外学者在在八九十年代对元认知策略在语言学习任务中的应用进行了广泛研究。近年来国内学者开始关注元认知策略对听说读写等语言技能的影响,但对其在词汇学习中所起作用的研究却很少见。本论文旨在从广度和深度两个方面研究元认知策略对词汇习得的影响。本研究结合具体的词汇学习策略对实验组进行了为期14周的元认知策略培训。培训前对实验组和控制组的测验和调查显示,两个组在词汇的广度、深度以及元认知策略使用情况上没有差别。实验后采用与实验前形式相同但问题不同的问卷来测试两个组的词汇广度、深度以及元认知策略的使用情况,发现实验组对于元认知策略的使用远远超出控制组,词汇量大于控制组,对词汇的掌握也更加全面深刻。经统计分析验证,元认知策略的使用与词汇习得的两个方面都高度正相关,前者对后者起到了积极促进的作用。本研究的理论意义在于将元认知策略理论更加广泛地应用于英语教学中。其实际意义在于引起英语教师和英语学习者对元认知策略的关注。英语教师把元认知策略应用于词汇教学可以提高词汇教学的效率,而学生通过学习元认知策略则可以减少词汇学习的盲目性,提高自学能力。

论文目录

• 中文摘要
• Abstract
• Acknowledgements
• Contents
• List of Tables
• Chapter one Introduction
• 1.1 Research Background
• 1.2 Significance of the Research
• 1.3 Organization of the Thesis
• Chapter two Literature Review
• 2.1 Metacognitive Strategies
• 2.1.1 Metacognition
• 2.1.2 Definition of Metacognitive Strategies
• 2.1.3 Classification of Metacognitive Strategies
• 2.1.3.1 Different Classifications of Metacognitive Strategies
• 2.1.3.2 O'Malley and Chamot's Classification
• 2.2 Metacognitive Strategies Training
• 2.2.1 Metacognitive Strategies Training Abroad
• 2.2.2 Metacognitive Strategies Training in China
• 2.3 Learning Strategies Training Model
• 2.3.1 Disputes on Learning Strategies Training
• 2.3.2 CALLA Learning Strategies Training Model
• 2.4 Studies on L2 Word Knowledge
• 2.4.1 Studies on L2 Word Knowledge Types
• 2.4.2 Studies on L2 Word Knowledge Measurement
• 2.4.3 Studies on L2 Vocabulary Acquisition
• Chapter three Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instrumentations
• 3.4 Metaconitive Strategies Training
• 3.4.1 Considerations in Designing the Training
• 3.4.2 Metacognitive Strategy Training Procedures
• stweek)'>3.4.2.1 Preparation(1^stweek)
• nd～3^rdweek)'>3.4.2.2 Presentation(2^nd～3^rdweek)
• th～8^thweek)'>3.4.2.3 Practice(4^th～8^thweek)
• thweek)'>3.4.2.4 Evaluation(9^thweek)
• th～13^thweek)'>3.4.2.5 Expansion(10^th～13^thweek)
• 3.5 Data Collection
• Chapter four Data Analysis and Discussions
• 4.1 Pre-Training Data Analysis
• 4.1.1 Pre-Training Vocabulary Size Comparison
• 4.1.2 Pre-Training Vocabulary Depth Comparison
• 4.1.3 Pre-Training Metacognitive Strategies Comparison
• 4.2 Post-Training Data Analysis
• 4.2.1 Post-Training Vocabulary Size Analysis
• 4.2.2 Post-Training Word Depth Analysis
• 4.2.3 Post-Training Analysis of Metacognitive Strategies
• 4.2.4 Analysis of the Relation Between Metacognitive Strategies and Vocabulary Width & Depth
• Chapter five Conclusions
• 5.1 Major Findings
• 5.2 Implications
• 5.3 Limitations
• 5.4 Recommendations for Future Research
• Bibliography
• AppendixⅠ
• AppendixⅡ
• AppendixⅢ
• AppendixⅣ
• AppendixⅤ
• AppendixⅥ