融入认知策略和元认知策略的非英语专业研究生词汇附带习得研究

发布时间：2018-03-17 11:54

本文选题：认知策略　切入点：元认知策略　出处：《赣南师范学院》2013年硕士论文　论文类型：学位论文

【摘要】：词汇学习是语言学习的基础，也是二语学习者在学习过程中所面临的主要难题。对于词汇附带习得的国内外研究日益增多，并取得了重大的突破。学者们有相似的意见：即除了最初有限的几千个常用词外，二语学习者的词汇学习主要是通过广泛的阅读来完成的。学者们从任务投入量、语境、学习者自身的语言能力等对阅读促成词汇附带习得的影响作了大量研究，取得了一定成果。在过去的三十年里，二语词汇学习策略的重要性被大量的研究所证实。本研究根据O’Malley和Chamot基于认知心理学理论提出的学习策略研究，探讨将其中的认知策略和元认知策略融入词汇附带习得中带来的影响和作用，并且尝试以我国的硕士研究生为研究对象。由于社会发展和学术研究需要，非英语专业研究生在英语学习中面临紧迫的扩大词汇的任务。针对非英语专业研究生在认知策略和元认知策略融入词汇附带习得中的研究在我国可谓凤毛麟角，，因此，本研究无论在理论应用和实践探索上都有一定的创新。本研究采用略做修改后的文秋芳（2001）有关元认知策略的调查问卷和Gu and Johnson (1996）的认知策略调查问卷，及高等学校研究生英语系列教材《科技英语阅读与翻译》，对64名非英语专业一年级的研究生在第一学期进行了词汇学习策略掌握情况问卷调查。本研究结合教材，对实验组32人实施了为期一个学期的认知与元认知策略指导。在第二个学期开学之初，用相同的阅读文章和词汇测试题对实验组32人和对照组32人，进行了词汇即时测试和延时测试，随后对两组学习者进行了第二次问卷调查，前后两次问卷内容相同。作者试图找到以下问题的答案：（1）非英语专业研究生入学时的学习英语词汇的策略掌握情况如何？（2）经过为期一个学期的培训后，实验组的英语词汇认知策略是否发生变化，哪方面发生了变化？（3）英语词汇认知策略与元认知策略对学生阅读中的词汇附带习得的影响？如果有影响，反映在随后的词汇即时测试成绩和延时测试成绩有何不同？作者通过分析实验数据，得出以下结果：（1）非英语专业研究生入学时的学习英语词汇的策略掌握得不够理想；（2）策略指导能大幅度提高学生的英语词汇认知策略及元认知策略的使用以及阅读中附带习得词汇的即时成绩和延时成绩。本研究通过分析可以得出，鉴于英语词汇认知策略和元认知策略在阅读中的作用，教师应在日常教学中对非英语专业研究生开展有效的词汇认知策略和元认知策略指导，使他们学会正确运用策略处理词汇习得问题，提高英语学习的效率。
[Abstract]:Vocabulary learning is not only the basis of language learning, but also the main problem faced by second language learners in the process of learning. In addition to the initial limited number of thousands of common words, the vocabulary learning of L2 learners is mainly accomplished through extensive reading. In the past 30 years, many researches have been done on the influence of learners' own language competence on incidental vocabulary acquisition. The importance of L2 vocabulary learning strategies has been confirmed by a large number of studies. This study is based on the cognitive psychology theory proposed by Ohn Malley and Chamot. This paper probes into the influence and function of integrating cognitive strategies and metacognitive strategies into incidental vocabulary acquisition, and attempts to study the master's degree students in China because of the needs of social development and academic research. Non-English major graduate students are faced with the urgent task of expanding vocabulary in their English learning. The research on the integration of cognitive strategies and metacognitive strategies into incidental vocabulary acquisition by non-English major graduate students is rare in China. This research has some innovation in theory application and practice exploration. This study uses a slightly modified questionnaire on metacognitive strategies and Gu and Johnson's 1996 questionnaire on metacognitive strategies. A questionnaire survey on vocabulary learning strategies was conducted among 64 non-English major freshmen in the first semester. Cognitive and metacognitive strategies were given to 32 people in the experimental group for one semester. At the beginning of the second semester, 32 subjects in the experimental group and 32 in the control group were given the same reading articles and vocabulary test questions. The vocabulary test and delay test were carried out, and then a second questionnaire was conducted to the two groups of learners. The contents of the two questionnaires are the same. The author tries to find the answer to the following question: 1) how well do the non-English major graduate students learn English vocabulary when they enter the university? (2) after a semester of training, whether or not the cognitive strategies of English vocabulary in the experimental group have changed, and in what way? (3) the influence of English vocabulary cognitive strategies and metacognitive strategies on incidental vocabulary acquisition in reading? If so, what is the difference between the instant vocabulary test score and the delayed test result, as reflected in the subsequent test results? By analyzing the experimental data, The following results are as follows: 1) the strategies for learning English vocabulary by non-English major graduate students are not perfect enough) the strategy guidance can greatly improve the use of English vocabulary cognitive strategies and metacognitive strategies as well as reading. The instant and delayed scores of incidental vocabulary acquisition. Based on the analysis, it is concluded that, in view of the role of English vocabulary cognitive strategies and metacognitive strategies in reading, teachers should provide effective guidance to non-English major graduate students in vocabulary cognitive strategies and metacognitive strategies in their daily teaching. They will learn to use strategies correctly to deal with vocabulary acquisition problems and improve their English learning efficiency.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G643;H319.3

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