元认知策略对英语口语不成功者的影响

论文摘要

在过去的三十年中,学习策略引起了语言学界越来越多的关注,并在第二语言学习、教学领域展开了广泛的研究,学习策略是影响学习结果的决定性因素之一的观点得到了许多语言学家的赞同。二语习得领域所进行的大量研究逐步证实策略培训在听、说、读、写以及词汇学习等方面都能起到积极的作用。然而策略培训,特别是元认知培训的实施在中国还远未普及,同时,部分教师对策略培训的必要性和可行性仍存有疑虑。元认知策略是通过集中注意力,制定计划,做安排和自我评价的方式来提高学习能力的一种学习策略,一种自我管理策略。这种自我管理策略对学习成绩的提高和自主学习的培养起到非常重要的作用.元认知策略作为一种学习策略,在过去的二十年里,得到了国内外学者越来越广泛的研究,但与其它学习策略相比,它仍然处于较低水平,尤其是在口语培训方面。本文试图通过调查与实验,获得元认知英语口语策略培训方面的实证数据,了解元认知策略培训的有效性。实验以Oxford的元认知策略理论为指导,综合Oxford和Weaver & Cohen的培训策略,以西安翻译学院英语专业二年级A,B两个班95名学生为对象进行实验。通过测验选出A班(对比班)20名口语不成功者作为参考对象,B班(实验班)22名口语不成功者作为实验对象,并对实验班进行了为期一个学期的元认知培训。实验以问卷调查,学习日记和测验作为研究工具,并运用SPSS统计软件对数据进行统计。实验班自身以及实验班和对比班在实验前后测验结果的定量对比分析和定性分析结果的变化表明:培训能明显提高元认知策略的使用,培训后学习不成功者的口语成绩明显提高。最后,文章讨论了元认知策略培训在英语教学中的应用及其局限性,并提出了一些建议。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Research Background
• 1.2 Purpose of the Study
• 1.3 The Significance of the Study
• 1.4 Abbreviation
• 1.5 The Structure of the Dissertation
• Chapter Two Literature Review
• 2.1 Language Learning Strategy
• 2.1.1 Definition of Learning Strategies
• 2.1.2 Classification of Learning Strategies
• 2.2 A Review of Metacognitive Strategy Research
• 2.2.1.D efinition of Metacognitive Strategies
• 2.2.2.C lassification of Metacognitive Strategies
• 2.2.3.R esearch on Metacognitive Strategy Use
• 2.3.A Review of Metacognitive Strategy Training
• 2.3.1.M etacognitive Strategy Training in China
• 2.3.2.M etacognitive Strategy Training Abroad
• 2.3.3.M S Training Models
• 2.3.4. Implications of the Previous Training
• Chapter Three Research Design and Training
• 3.1 Research
• 3.1.1 Research Questions
• 3.1.2 Hypothesis
• 3.1.3 Subjects
• 3.1.4 Instrument
• 3.1.5 Procedure
• 3.2 Training
• 3.2.1 Steps of the Training
• 3.2.2 An Actual Training Example
• Chapter Four Data Collection and Analysis
• 4.1 Test I
• 4.1.1 Marking Criteria
• 4.1.2 The Classification of the Students
• 4.1.3 A Comparison of Scores of the Two Classes
• 4.2 Questionnaire I
• 4.2.1 Metacognitive Strategy Use Frequency of MSLs
• 4.2.2 Metacognitive Strategy Use Frequency of LSLs
• 4.2.3 A Comparison of Metacognitive Strategy Use Frequency between MSLs & LSLs
• 4.2.4 A Comparison of Metacognitive Strategy Use Frequency between the Treatment Group and the Contrast Group before Training
• 4.3 Learning Diary
• 4.3.1 Translation of the Original Learning Diary Transcripts
• 4.3.2 Analysis of the Learning Diary
• 4.4 Questionnaire Ⅱ
• 4.4.1 The Statistics of Metacognitive Strategy Use Frequency of the TwClasses after Training
• 4.4.2 The Analysis of the Questionnaire
• 4.5 Test Ⅱ
• 4.5.1 The Scores of the Treatment Group and the Contrast Group after Training
• 4.5.2 The Comparison of the Scores of the Two Groups in the Two Tests
• 4.5.3 Summary
• 4.5.4 Discussion
• Chapter Five Conclusion
• 5.1 Major Findings
• 5.2 Limitations
• 5.3 Pedagogical Implications
• 5.4 Suggestions
• Acknowledgements
• Bibliography
• Publication
• Appendix