大学英语教学中非英语专业大学生元认知策略培训研究

摘要

近年来，元认知和元认知策略已经引起了国内外学者的注意。元认知是指人们对自己的认知过程的认识与控制。元认知策略指学习者用来管理和控制自己的认知和学习的过程的思维方法和行为。元认知策略包括选择注意、计划与安排、评价。这种自我管理策略对学习成绩的提高和自主学习能力的培养起着非常重要的作用。对外语学习者进行元认知策略培训被认为是提高策略使用水平、学习成绩和自主学习能力的有效途径。 目前，我国外语教学要实现从以“教师为中心”的传统模式向“以学生为中心”转变，而大学生的外语学习仍然存在学习目的不明确、自主学习能力差和不了解如何掌控自己的学习等问题。 因此，本研究针对沈阳理工大学非英语专业本科生进行元认知策略培训，以测试元认知策略对大学生英语学习的有效性。 在培训开始之前，研究者根据改编自Oxford的英语学习策略调查问卷(SILL)对166名非英语专业大学生(85属于试验组，81名属于控制组)进行了元认知策略调查。同时对研究对象进行了词汇、阅读、听力三项测试作为前测。在综合Oxford、O'Malley和Chamot的策略培训模式之后，针对实验组85名学生实施了为时一学期的元认知策略培训，而后在培训对象中间进行了访谈，并且进行后测。研究结果表明，元认知策略培训能提高学习者的元认知策略意识，部分策略对学生成绩有显著的影响。 本文进而探讨了元认知策略培训在外语教学中的具体应用，同时指出了研究的局限性，提出了今后研究的建议。

目录

文摘

英文文摘

论文说明：Abbreviations

声明

Acknowledgements

Chapter One Introduction

1.1 Present English Teaching and Learning in China

1.2 Purpose and Significance of the Study

1.3 Organization of the Thesis

Chapter Two Literature Review

2.1 Learning Strategies

2.1.1 Definitions of Learning Strategies

2.1.2 Classification of Learning Strategies

2.2 Metacognition and Metacognitive Strategies Researches

2.2.1 Metacognition Researches

2.2.2 Metacognitive Strategies

2.3 Metacognitive Strategy Training

2.3.1 Researches of Metacognitive Strategy Training

2.3.2 Metacognitive Strategy Training Models

Chapter Three Research Method

3.1 The Research Question

3.2 Students' Profile

3.3 Instrument

3.3.1 Content of Questionnaire

3.3.2 Questionnaire Results

3.3.3 Conclusion of the Questionnaire

3.4 The Overall Training Program

3.4.1 Strategy Assessment and Awareness Training

3.4.2 The Training Process

3.4.3 Strategy Training Evaluation and Revision

3.5 The Classroom Processes

3.5.1 English Reading Teaching Based on Metacognitive Strategies in Classroom

3.5.2 A Listening Class Based on the Metacognitive Strategies

3.6 The Data Collection

3.6.1 The Pre-test and the Post-test

3.6.2 The Interviews

Chapter Four Findings and Analysis

4.1 Comparisons Between the Experimental Group and the Control Group in the Pre-test

4.2 Comparisons Between the Experimental Group and the Control Group in the Post-test

4.3 The Results of the Interviews Carried out among the Students

4.4 Summary

4.5 Suggestions for the Application of Metacognition in Foreign Language Teaching

4.5.1 Changing the Role of Teacher

4.5.2 Integrating Metacognitive Strategy Instruction into Teaching Curriculum

4.5.3 Training Learner Autonomy

4.5.4 Developing Objective Attitudes towards Metacognitive Strategies

Chapter Five Conclusion

5.1 Implementing Metacognitive Strategy Training

5.1.1 Helping College Students Better Understand Learning

5.1.2 Helping College Students Prepare for and Plan Their Learning

5.1.3 Helping College Students Select and Use Appropriate Strategies

5.1.4 Helping College Students Examine and Monitor Their Strategy Use

5.2 Limitations of the Research

Reference

Appendix

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