元认知策略培训对降低高中生外语学习焦虑的有效性研究

摘要

外语学习焦虑一直以来广受语言研究者的关注。许多研究表明在大多数情况下外语学习焦虑对语言学习有负面影响，而元认知策略却对外语学习成功意义重大。但是大部分研究都集中在外语学习焦虑如何影响外语学习水平和技能以及影响外语学习焦虑的因素等方面，至于如何降低外语学习焦虑在国内研究甚少。尽管一些研究者也试图给出一些建议来降低学生外语学习过程中的焦虑，但大多数都集中在通过学生情感因素来降低焦虑，比如：建立愉悦的课堂学习环境，提高学生正面的学习情感和正确的动机，以及避免让学生在课堂上感到尴尬等，但这些效果都不太理想。因此，本研究试图通过元认知策略培训提供一种有效降低学生外语学习焦虑的方法。 作者在河南省邓州市第二高级中学一年级随意抽取的两个班的140名学生中进行了一个调查，该调查旨在研究高中学生外语学习焦虑和元认知策略使用状况以及两者之间的相关性，并对其中的一个班的70名学生进行了为期17周的元认知策略培训以证实是否元认知策略培训可以有效降低高中学生的外语学习焦虑。研究结果可以总结为以下几点： 第一，该研究的受试中大部分人呈现较高的外语学习焦虑水平。 第二，学生的外语学习焦虑水平和元认知策略使用呈明显负相关，而且高、中、低三种不同外语学习焦虑水平的学生的元认知策略使用情况明显不同。 第三，元认知策略培训可以有效降低学生的外语学习焦虑，而且培训提高了他们的元认知策略意识，增强了他们学习策略的使用，帮助他们实现了英语学习中的自主性。 该研究对高中老师和学生的意义在于：他们应该了解现状，正视现实，对元认知学习策略和焦虑予以高度重视，考虑将元认知学习策略融入课堂学习中去从而降低学生英语学习焦虑，实现学习者学习自主性，提高学习效率。

目录

文摘

英文文摘

声明

Acknowledgement

Chapter One Introduction

1.1 Background of the Study

1.2 Significance of the Study

1.3 Layout of the Thesis

Chapter Two Literature Review

2.1 Literature Review on Foreign Language Anxiety (FLA)

2.1.1 Definitions and classifications of FLA

2.1.2 Causes and correlates of FLA

2.1.3 Researches on FLA at home and abroad

2.2 Literature Review on Language Learning Strategies

2.2.1 Definitions and classifications of language learning strategies

2.2.2 Metacognitive knowledge and metacognitive strategy

2.2.3 Language learning strategy training approaches

2.2.4 Researches into metacognitive strategy training at home and abroad

2.3 Literature on the Rclationship between LLS and FLA

2.4 Summary

Chapter Three Methodology

3.1 Research Questions

3.2 Research Design

3.2.1 Subjects of the research

3.2.2 Instruments of the research

3.3 Research Procedures

3.3.1 Administration of the Questionnaires

3.3.2 Data collection and analysis

3.3.3 Design of the metacognitive strategy training

Chapter Four Data Analysis and Discussion

4.1 Results and Discussion to the First Research Question

4.1.1 Results to FLA characteristics for senior middle school students

4.1.2 Discussion on English learning anxiety

4.2 Results and Discussion to the Second Research Question

4.2.1 Results to MS characteristics for senior middle school students

4.2.2 Discussion on metacognitive strategy

4.3 Results and Discussion to the Third Research Question

4.3.1 Results to the correlation between FLA and MS

4.3.2 Discussion on the correlation between FLA and MS

Chapter Five A Sample Study on the Reduction of FLA by Metacognitive Strategy Training

5.1 Model of Metacognitive Strategy Training Used in this Study

5.2 Metacognitive Strategy Training Procedure

5.2.1 Phase 1 Awareness-raising and demonstration stage

5.2.2 Phase 2: The training stage

5.2.3 Phase 3: Self-training stage

5.3 Results and Discussion to the Fourth Research Question

5.3.1 Data collection

5.3.2 Data Analysis

5.4 Discussion and Implication

5.4.1 Discussion of the metacognitive strategy training

5.4.2 Implication of the Study

Chapter Six Conclusion

6.1 Main Findings of the Study

6.2 Limitations of the Study

6.3 Suggestions for Further Research

References

Appendix