元认知策略在二级学院非英语专业学生词汇学习中的运用及培训
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摘要
本研究是对二级学院英语教学中的元认知策略的训练与英语单项技能词汇学习成效相关性的实证性研究,研究采取问卷调查、实验研究加访谈的混合研究法,以二级学院的非英语专业本科生为研究对象,主要考察了非英语专业本科生元认知策略培训和英语词汇学习的关系以及高学习水平和低学习水平学生词汇策略运用的不同。从而对如何在课堂英语教学中渗透学习策略的培训,并根据学生的个性差异帮助其找到适合自己的学习策略,提高学生的策略意识,培养学习者选择、判断以及评价策略的综合能力等方面有所启示。研究结果表明元认知策略训练是词汇学习策略训练的有效途径,与学生的词汇学习成绩有显著的相关性,是学生词汇水平提高的根本原因;元认知策略训练增强了学生学好英语的自信心,激发了他们学习语言的兴趣;提高了学生的策略运用意识,训练使学生成为更加主动的语言学习者,使他们在更加熟练了解各种词汇学习策略的前提下,词汇策略的运用种类增加了,词汇策略的运用频率加大了;高水平和低水平学生在词汇学习的观念上和词汇学习策略的使用方面都存在差异,高水平学生在词汇学习的主动性和灵活性方面更胜一筹,更善于综合运用各种词汇学习策略,低水平学生词汇学习策略的使用较为有限,多用死记硬背,边读边写和查词典等几个策略。研究表明在课堂英语教学中渗透学习策略的培训,是培养学生的自主语言学习能力和可持续发展能力的有效途径。
The present study focuses on explicit metacognitive strategy instruction and its impact on lexical knowledge improvement of the students in a second-class college. It aims to improve the students' metacognitive knowledge and facilitate their English vocabulary learning. Results of the research show that:
1. The quantitative data showed that the experimental group made big and significant progress after they received the training. The explicit metacognitive strategies instruction has positive impact on the lexical knowledge development of the students. The metacognitive strategy training has contributed to the improvement of the students' vocabulary learning.
2. The metacognitive strategies instruction activates the students' motivation. The students now show more interest in vocabulary learning and have the confidence that they can do better than before. The training improves the students' strategy awareness.
The students are more familiar with various vocabulary learning strategies. By constructing new vocabulary learning strategies, they can better manage their vocabulary learning process. The training makes the students more autonomous learners. The students are less independent on the teacher. They tend to find themselves various approaches to the promotion of their vocabulary learning.
3. The differences between the more successful learners and the less successful learners are not only in vocabulary beliefs but also in vocabulary learning strategies.
More successful learners have less vocabulary memorization belief than less successful learners. The study reveal that more successful learner employ more strategies than less successful learners, especially activation strategies, structural memorization strategies, contextual guessing strategies and deliberate learning strategies. More successful learners prefer to employ more contextualized techniques in their vocabulary learning. Moreover, they are more autonomous in finding themselves various approaches to the promotion of their vocabulary learning than the less successful learners.
The results indicate that metacognitive strategy training for English vocabulary learning is significant in its pedagogical Implication. The training can be effective in the promotion of the students' self-independence and autonomy in their language learning process.
The present study focuses on explicit metacognitive strategy instruction and its impact on lexical knowledge improvement of the students in a second-class college. It aims to improve the students' metacognitive knowledge and facilitate their English vocabulary learning. Results of the research show that:
1. The quantitative data showed that the experimental group made big and significant progress after they received the training. The explicit metacognitive strategies instruction has positive impact on the lexical knowledge development of the students. The metacognitive strategy training has contributed to the improvement of the students' vocabulary learning.
2. The metacognitive strategies instruction activates the students' motivation. The students now show more interest in vocabulary learning and have the confidence that they can do better than before. The training improves the students' strategy awareness.
The students are more familiar with various vocabulary learning strategies. By constructing new vocabulary learning strategies, they can better manage their vocabulary learning process. The training makes the students more autonomous learners. The students are less independent on the teacher. They tend to find themselves various approaches to the promotion of their vocabulary learning.
3. The differences between the more successful learners and the less successful learners are not only in vocabulary beliefs but also in vocabulary learning strategies.
More successful learners have less vocabulary memorization belief than less successful learners. The study reveal that more successful learner employ more strategies than less successful learners, especially activation strategies, structural memorization strategies, contextual guessing strategies and deliberate learning strategies. More successful learners prefer to employ more contextualized techniques in their vocabulary learning. Moreover, they are more autonomous in finding themselves various approaches to the promotion of their vocabulary learning than the less successful learners.
The results indicate that metacognitive strategy training for English vocabulary learning is significant in its pedagogical Implication. The training can be effective in the promotion of the students' self-independence and autonomy in their language learning process.
引文
Anderson, N. J. (2002a). The role of metacognition in second language teaching and learning. ERIC Digest. Education Resources Information Center.
Anderson, N.J. (2002b). Using Telescopes, Microscopes, and Kaleidoscopes to Put Metacongnition into Perspective. TESOL Matters, 12 (4), 2002.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. "Modern Language Journal," 65,24-35.
Brown, T. S.&Perry, F.L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25,655-70.
Carter, R. &Mc.Carthy (1998). Vocabulary. Applied Linguistic Perspective. New York: Routledge.
Chamot, A. U. (1987). The learning strategies of ESL students. In A. L. Wenden, and J. Rubin (Eds.), Learner strtegies in language learning (pp. 71-83). Englewood Cliffs, New Jersey: Prentice Hall.
Chamot, A. U.,&Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22,13-24.
Chamot, A. U. et al. (1999). The Learning Strategies Handbook. NY.: Longman.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady and T. Huckin (Eds.), Second language vocabulary acquisition (pp. 225-237). Cambridge: Cambridge University Press.
Clarke, D.,&Nation, I. S. P (1980). Guessing the meanings of word from context: Strategy and techniques. System, 8(3), 211-220.
Cohen, A. D.,&Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3(2), 221-236.
Cohen, A. D. (2000). Strategies in learning and using a second language. Beijing: Foreign Language Teaching and Research Press.
Dewey, John. (1910). How We Think. Boston: D. C. Heath.
Ellis, R. (1985). Sources of variability in interlanguage. Applied Linguistics 6: 118-131.
Ellis, G.& Sinclair, B.(1989). Learning to learn English. Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press, Oxford.
Flavell, J. H. (1985). Cognitive Development . Englewood Cliffs: NewJersey Prentice-Hall, Inc.
Gairns, R.,&Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. New York: Cambridge University Press.
Hartman. (2001). Attachment Detachment Nonattachment: Achieving Synthesis. Journal of Heart-Centered therapies.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis.Modern Language Journal, 73(4), 440-464.
Legutke, M. & H. Thomas. (1991). Process and Experience in the Language Classroom. Harlow: longman.
Levin, J. R., Levin, M. E, Glassman, L. D.,&Nordwall, M. B. (1992). Mnemonic vocabulary instruction: Additional ei}ectiveness evidence. Contempory Educational Psychology, 17,156-174.
O'Malley, J. M.,&Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17,235-247.
Oxford, R. (1990a). Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R.L. (1994). Language learning strategies: An updated..Eric Clearinghouse on Languages and Linguistics, (online).
Oxford, R. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7:1 &2,25-45.
Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge: Cambridge University Press.
Phakiti, A. (2001).A close look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Melbourne in Language Testing 9: SI-95.
Skehan. P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold Ltd.
Stern,H.H.(1992).Issues and options in teaching.Oxford:OUP
Weinstein,C.E.,&Mayer,R.E.(1986).The teaching of learning strategies.In M.C.Wimock(Ed.),Handbook of research on teaching(pp.315-327).3rd ed.New York:Macmillan.
Weden,a.&J.Rubin.(1987).Learner Strategies in Language Learning.Englewood.eds.N.J.Prentice Hall.
Wilkins,D.A.(1972).Linguistics in language teaching.London:Edward Arnold.
陈琦、刘儒德主编,2007,《当代教育心理学》修订版[M]。北京:北京师范大学出版社。
程晓堂、郑敏,2002,《英语学习策略》[M]。北京:外语教学与研究出版社。
蕾奇、周勇、陈红兵,1996《自我监控与智力》[M],杭州:浙江人民出版社。
董奇、周勇,1995,关于学生学习自我监控的实验研究[J],北京师范大学学报(社会科学版)第1期。
杜晓新、冯震,1999,《元认知与学习策略》[M],北京:人民教育出版社。
蒯超英,1990《学习策略》[M],湖北教育出版社。
皮连生,1998《学与教的心理学》修订版[M]。上海:华东师范大学出版社。
伍和平,2000,元认知及其与外语学习的关系[J],《外语教学与研究》,(4)。
文秋芳,1995,英语学习成功者与不成功者在学习方法上的差异[J],《外语教学与研究》(1)。
文秋芳,1996a《英语学习策略论》[M],上海外语教育出版社。
文秋芳、王立非,2003,《英语学习策略实证研究》[M],陕西:陕西师范大学出版社。
文秋芳,2001,《应用语言学研究方法与论文写作》[M]。北京:外语教学与研究出版社。
吴霞、王蔷,1998,非英语专业本科学生词汇学习策略[J]。《外语教学与研究》,(1)。
王文宇,1998,观念、策略、与英语词汇记忆[J]。《外语教学与研究》,(1)。
袁凤识、肖德法,2006,认知策略、元认知策略在TEM4中的运用及其与成绩的关系研究[J]。《外语教学与研究》(3)。
阎金铎、金学成、祁乃成,1996,《学习生理、心理和策略》[M],北京:北京师范大学出版社。
张必隐,1992,《阅读心理学》[M],北京师范大学出版社。
Anderson, N.J. (2002b). Using Telescopes, Microscopes, and Kaleidoscopes to Put Metacongnition into Perspective. TESOL Matters, 12 (4), 2002.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. "Modern Language Journal," 65,24-35.
Brown, T. S.&Perry, F.L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25,655-70.
Carter, R. &Mc.Carthy (1998). Vocabulary. Applied Linguistic Perspective. New York: Routledge.
Chamot, A. U. (1987). The learning strategies of ESL students. In A. L. Wenden, and J. Rubin (Eds.), Learner strtegies in language learning (pp. 71-83). Englewood Cliffs, New Jersey: Prentice Hall.
Chamot, A. U.,&Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22,13-24.
Chamot, A. U. et al. (1999). The Learning Strategies Handbook. NY.: Longman.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady and T. Huckin (Eds.), Second language vocabulary acquisition (pp. 225-237). Cambridge: Cambridge University Press.
Clarke, D.,&Nation, I. S. P (1980). Guessing the meanings of word from context: Strategy and techniques. System, 8(3), 211-220.
Cohen, A. D.,&Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3(2), 221-236.
Cohen, A. D. (2000). Strategies in learning and using a second language. Beijing: Foreign Language Teaching and Research Press.
Dewey, John. (1910). How We Think. Boston: D. C. Heath.
Ellis, R. (1985). Sources of variability in interlanguage. Applied Linguistics 6: 118-131.
Ellis, G.& Sinclair, B.(1989). Learning to learn English. Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press, Oxford.
Flavell, J. H. (1985). Cognitive Development . Englewood Cliffs: NewJersey Prentice-Hall, Inc.
Gairns, R.,&Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. New York: Cambridge University Press.
Hartman. (2001). Attachment Detachment Nonattachment: Achieving Synthesis. Journal of Heart-Centered therapies.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis.Modern Language Journal, 73(4), 440-464.
Legutke, M. & H. Thomas. (1991). Process and Experience in the Language Classroom. Harlow: longman.
Levin, J. R., Levin, M. E, Glassman, L. D.,&Nordwall, M. B. (1992). Mnemonic vocabulary instruction: Additional ei}ectiveness evidence. Contempory Educational Psychology, 17,156-174.
O'Malley, J. M.,&Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17,235-247.
Oxford, R. (1990a). Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R.L. (1994). Language learning strategies: An updated..Eric Clearinghouse on Languages and Linguistics, (online).
Oxford, R. (1996). Employing a questionnaire to assess the use of language learning strategies. Applied Language Learning, 7:1 &2,25-45.
Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge: Cambridge University Press.
Phakiti, A. (2001).A close look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Melbourne in Language Testing 9: SI-95.
Skehan. P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold Ltd.
Stern,H.H.(1992).Issues and options in teaching.Oxford:OUP
Weinstein,C.E.,&Mayer,R.E.(1986).The teaching of learning strategies.In M.C.Wimock(Ed.),Handbook of research on teaching(pp.315-327).3rd ed.New York:Macmillan.
Weden,a.&J.Rubin.(1987).Learner Strategies in Language Learning.Englewood.eds.N.J.Prentice Hall.
Wilkins,D.A.(1972).Linguistics in language teaching.London:Edward Arnold.
陈琦、刘儒德主编,2007,《当代教育心理学》修订版[M]。北京:北京师范大学出版社。
程晓堂、郑敏,2002,《英语学习策略》[M]。北京:外语教学与研究出版社。
蕾奇、周勇、陈红兵,1996《自我监控与智力》[M],杭州:浙江人民出版社。
董奇、周勇,1995,关于学生学习自我监控的实验研究[J],北京师范大学学报(社会科学版)第1期。
杜晓新、冯震,1999,《元认知与学习策略》[M],北京:人民教育出版社。
蒯超英,1990《学习策略》[M],湖北教育出版社。
皮连生,1998《学与教的心理学》修订版[M]。上海:华东师范大学出版社。
伍和平,2000,元认知及其与外语学习的关系[J],《外语教学与研究》,(4)。
文秋芳,1995,英语学习成功者与不成功者在学习方法上的差异[J],《外语教学与研究》(1)。
文秋芳,1996a《英语学习策略论》[M],上海外语教育出版社。
文秋芳、王立非,2003,《英语学习策略实证研究》[M],陕西:陕西师范大学出版社。
文秋芳,2001,《应用语言学研究方法与论文写作》[M]。北京:外语教学与研究出版社。
吴霞、王蔷,1998,非英语专业本科学生词汇学习策略[J]。《外语教学与研究》,(1)。
王文宇,1998,观念、策略、与英语词汇记忆[J]。《外语教学与研究》,(1)。
袁凤识、肖德法,2006,认知策略、元认知策略在TEM4中的运用及其与成绩的关系研究[J]。《外语教学与研究》(3)。
阎金铎、金学成、祁乃成,1996,《学习生理、心理和策略》[M],北京:北京师范大学出版社。
张必隐,1992,《阅读心理学》[M],北京师范大学出版社。