高中生英语词汇学习中元认知策略使用情况的研究

发布时间：2018-06-08 06:50

本文选题：元认知策略 + 英语词汇学习　；参考：《四川师范大学》2017年硕士论文

【摘要】：在当今英语教学中,素质教育的实施必然强调学生综合语言能力的发展,包括语言学习策略的发展。其中,元认知策略的发展关乎学生自主学习和管理能力的提升,尤为重要。词汇,作为最基本的语言知识,是学好英语的关键。然而,目前高中生在词汇学习中存在诸多问题,如词汇遗忘率高、错误不反思、自学能力差。因此,教师有必要帮助学生运用元认知策略来解决存在的词汇学习问题,并提供个性化指导以促进每位学生的发展。然而,聚焦高中阶段的此类研究相对较少。因此,有必要调查高中生英语词汇学习中元认知策略的使用概况,并以性别、英语词汇水平作为变量进行分析。本研究聚焦四川省成都市盐道街中学高一学生,选取了同一英语教师授课的两个班级共96名学生进行调查。通过给每位学生分发问卷、对包含该教师在内的共3名高一英语执教教师和12名不同词汇水平的学生进行访谈、以及为期三个月的课内外观察,本研究收集了量性和质性的数据。根据所收集数据,本研究有以下发现。首先,大多学生在词汇学习中很少有意识地使用元认知策略,尤其是计划策略。具体而言,元认知策略使用的差异在男女之间不明显,而在不同词汇水平的学生之间较明显,因此后面着重研究分析元认知策略使用与不同词汇水平之间是否存在某种关系。其次,学生的元认知策略的使用程度与词汇水平之间有着显著的正相关。其中,选择性注意、监控策略的使用与词汇水平的相关性更强。但是基于学生元认知策略使用的实际,本研究总结得出,高中英语词汇学习中计划策略和监控策略的使用更应该得到加强。在以后的英语词汇教学中,本文提出以下建议:首先,教师要培养学生元认知策略使用的意识。其次,对于不同词汇水平的学生,教师应根据其元认知策略使用的情况,提出隐性分层的要求。分层教学步骤如下:1.根据学生词汇水平进行学生分组;2.教师帮助不同组的学生建立元认知策略使用的目标、确定相应计划;3.教师对不同词汇水平学生提供个性化指导;4.帮助学生进行元认知策略使用情况的分层评价。总之,元认知策略培训应与分层教学相结合,以提高学生的词汇学习效率和自学能力。
[Abstract]:In today's English teaching, the implementation of quality education must emphasize the development of students' comprehensive language competence, including the development of language learning strategies. Among them, the development of metacognitive strategies relates to the improvement of students' autonomous learning and management ability, especially important. Vocabulary, as the most basic language knowledge, is the key to learn English well. However, there are many problems in vocabulary learning of senior high school students, such as high vocabulary forgetting rate, no reflection on mistakes and poor self-study ability. Therefore, it is necessary for teachers to help students use metacognitive strategies to solve the existing vocabulary learning problems and provide individualized guidance to promote the development of each student. However, there are relatively few such studies focused on high school. Therefore, it is necessary to investigate the use of metacognitive strategies in senior high school students' English vocabulary learning, and analyze the variables of gender and English vocabulary level. This study focused on the first year students of Yandaojie Middle School in Chengdu, Sichuan Province, and investigated 96 students in two classes taught by the same English teacher. Three senior English teaching teachers and 12 students with different vocabulary levels were interviewed and observed for three months. Quantitative and qualitative data were collected in this study. Based on the data collected, this study has the following findings. First, most students seldom use metacognitive strategies, especially planning strategies, in vocabulary learning. Specifically, the differences in the use of metacognitive strategies are not significant between men and women, but among students at different lexical levels. Therefore, the study focuses on whether there is a certain relationship between metacognitive strategy use and different lexical levels. Secondly, there is a significant positive correlation between the use of metacognitive strategies and vocabulary level. Among them, selective attention, the use of monitoring strategies and vocabulary level is more relevant. However, based on the actual use of students' metacognitive strategies, this study concludes that the use of planning and monitoring strategies in English vocabulary learning in senior high schools should be strengthened. In the future English vocabulary teaching, this paper puts forward the following suggestions: first, teachers should cultivate students' awareness of the use of metacognitive strategies. Secondly, according to the use of metacognitive strategies, teachers should put forward the requirement of tacit stratification for students with different vocabulary levels. The steps of hierarchical teaching are as follows: 1. According to the students' vocabulary level, students are divided into groups. Teachers help students in different groups to set up goals for using metacognitive strategies and determine the corresponding plans. Teachers provide individualized guidance to students with different vocabulary levels. To help students to assess the use of metacognitive strategies at different levels. In short, metacognitive strategy training should be combined with hierarchical teaching in order to improve students' vocabulary learning efficiency and self-study ability.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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