中职英语词汇教学中元认知策略培训效果的实验研究

发布时间：2018-07-02 09:00

本文选题：元认知策略 + 策略培训　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：对于英语学习者而言,如何有效地学习英语词汇是极其重要的。一切英语的表达都需要依靠词汇完成。英语水平的高低在一定程度上取决词汇量的多寡。因此我们应该更加关注词汇的教学和研究。自上世纪70年代以来,国内国外的语言学家和英语教师们对英语词汇学习策略方面做了大量研究和工作,结果证实学习策略训练能显著提高英语学习者的词汇学习和自主的学习能力。在众多的学习策略中,元认知策略作为一种较高层次的策略能够让学习者有意识地对自己的学习过程进行计划、监控、调节和评估。在国内的一些研究学者也发现,学习者在运用的诸多词汇学习策略中,元认知策略被认为是最为重要的一种策略。在现有的研究中,很少有学者选择职业院校学生作为研究对象。因此,本研究的目的在于通过教学实验来探讨元认知策略培训能否对职业院校学生的词汇学习产生积极的影响作用,从而为职业院校的英语词汇教学提供一些启示。本研究的理论基础主要是来自O'Malley and Chamot提出的元认知策略的概念和分类法。该理论认为元认知策略是一种较高层次的学习策略,主要是指学习者能够对学习内容进行合理的计划、监控和评估。依据这一理论框架,本研究将对元认知策略的三个范畴在英语词汇学习中的应用展开研究,它们分别是计划,监控,评价。本文报告了一项以大连计算机职业技术学校非英语专业学生为研究对象、进行为期十四周的元认知词汇策略的培训。参加试验的班级是两个自然班,一个班是有59人实验班,进行元认知策略的培训,另一个班拥有58人的控制班,不接受元认知策略的培训。在培训之前,作者在两个班就英语词汇学习中的元认知策略的使用情况做了相关的问卷调查,在调查之后,作者又与部分学生进行了访谈,根据此次调查和访谈的结果确定了本次培训的内容,主要是计划策略、监控策略以及评估策略。培训之后再次对这些学生进行了元认知策略问卷调查以及词汇后测测试,以了解此次策略培训中元认知策略对学生词汇学习成绩的影响,最后,用SPSS16.0对所得数据进行了统计分析。另外,培训中的访谈和学生的学习报告也为定性分析提供了可靠的数据依据。从实验中我们可以看到,元认知策略培训对于提高职业院校学生的词汇水平有着显著的促进作用,并且在实验过程结束之后,学生的自主学习能力也得到了明显提高,因此,在职业院校英语教学中,将元认知策略训练和英语词汇教学有机结合在一起是很有必要和切实可行的,也有着积极和深远的意义。
[Abstract]:It is very important for English learners to learn English vocabulary effectively. All English expressions depend on vocabulary. The level of English depends to some extent on the amount of vocabulary. Therefore, we should pay more attention to vocabulary teaching and research. Since the 1970s, linguists and English teachers at home and abroad have done a lot of research and work on English vocabulary learning strategies. The results show that learning strategy training can significantly improve English learners' vocabulary learning and autonomous learning ability. Among many learning strategies, metacognitive strategies, as a higher level of strategies, enable learners to consciously plan, monitor, adjust and evaluate their learning process. Some domestic researchers have also found that metacognitive strategies are considered to be the most important strategies used by learners in vocabulary learning. In the existing research, few scholars choose vocational college students as the research object. Therefore, the purpose of this study is to explore whether metacognitive strategy training can have a positive impact on vocational college students' vocabulary learning through teaching experiments, thus providing some enlightenment for vocational college English vocabulary teaching. The theoretical basis of this study is mainly derived from the concept and classification of metacognitive strategies proposed by O'Malley and Chamot. The theory holds that metacognitive strategy is a kind of learning strategy at a higher level, which mainly refers to the learner's ability to plan, monitor and evaluate the learning content reasonably. According to this theoretical framework, the present study will study the application of three categories of metacognitive strategies in English vocabulary learning, namely, planning, monitoring and evaluation. This paper reports a 14-week metacognitive vocabulary strategy training for non-English majors in Dalian computer Vocational and Technical School. There are two classes in the experiment, one is the experimental class with 59 students, and the other is the control class with 58 students, which is not trained in metacognitive strategy. Before the training, the author conducted a questionnaire survey on the use of metacognitive strategies in English vocabulary learning in two classes. After the investigation, the author conducted interviews with some students. According to the results of the survey and interview, the training content is determined, mainly planning strategy, monitoring strategy and evaluation strategy. After the training, we conducted a questionnaire survey of metacognitive strategies and a post-test to understand the impact of metacognitive strategies on students' vocabulary learning achievement. The data were statistically analyzed with SPSS 16.0. In addition, interviews in training and students' study report also provide reliable data basis for qualitative analysis. From the experiment, we can see that metacognitive strategy training plays a significant role in improving the vocabulary level of vocational college students, and after the experiment, the students' autonomous learning ability has been obviously improved. In vocational college English teaching, it is necessary and feasible to combine metacognitive strategy training with English vocabulary teaching.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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