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| 贵州省中等职业学校英语词汇教学中元认知策略应用研究 A Study on the Application of Metacognitive Strategies to English Vocabulary Teaching of Secondary Vocational School Students in Guizhou 摘要 在英语教学过程中，词汇教学一直是提高学生语言能力的关键所在。词汇教学在英语教学中扮演着重要的角色。在英语词汇教学中应该使用学习策略，同时训练中等职业学校学生的自学能力也不能忽视。元认知策略作为一种能够提高学生自学能力的学习策略，应该应用到中等职业学校学生的英语学习当中。目前，大多数的中等职业学校学生在英语词汇学习中缺少计划、自我监控和评价，所以情况急需改变。元认知策略的运用将对中职生的英语词汇学习产生良好的效果，具体措施包括制定科学合理的目标和计划，监控学习的过程以及评价学习的结果。 本研究通过从理论方面和实证方面论证中职生英语词汇学习中实施元认知策略运用的有效性；探讨元认知策略在中职英语词汇教学中所能产生的积极影响；以及确定英语词汇教学的重要意义。这一研究尝试回答下面的三个问题: 1 )元认知策略培训能否能提高验班学生使用元认知策略的意识? 2 )实验班是否能在元认知策略培训后与控制班在词汇测试成绩上存在显著差异? 3 )中等职业学校学生是否适应使用元认知策略? 在进行相关理论研究之后, 作者选择自己从教的福泉市中等职业学校执教的幼师班和酒店班共67名学生为实验对象。幼师班为实验班34人，酒店班为控制班33人。在实验过程中，控制班的学生通过词汇表学习词汇，但是实验班的学生接受元认知策略的培训，具体包括增强学生的元认知策略使用意识，制定英语词汇学习的计划，监控词汇学习的过程以及自我评价词汇学习中的进步与不足。同时，定量研究和定性研究被运用到本次研究中，具体包括试卷，调查问卷和访谈三种方法。 研究结果表明中职英语词汇教学中元认知策略的应用是有效的。能增强学生使用元认知策略的意识，提高学生元认知能力，能提高他们的英语词汇水平并有利于他们进行英语词汇学习。此外，将元认知策略运用到英语词汇教学中，还能提高中职学生学习英语的兴趣和自信心；这次的实验增加了师生间的互动和感情；通过实验证明元认知策略也适合运用到很少被选为实验对象的中职学生。 本研究受到时间和条件的限制存在一定的局限性，研究对象范围比较小，只选取了作者所在学校的两个执教班级进行实验，调查问卷及访谈所收集到的数据结果不具有广泛的代表性，难以反映所有中等职业学校英语词汇教学的普遍现状和存在的问题。 关键词:元认知策略;策略培训;英语词汇教学 CONTENTS Abstract I 摘要 IV Chapter One Introduction 1 1.1 Background of the study 1 1.2 Objectives and Research Questions 4 1.2.1 Objectives 4 1.2.2 Research Questions 4 1.3 Significance of the Study 4 1.4 Structure of the Thesis 5 Chapter Two Literature Review 6 2.1 Theoretical Exploration of Vocabulary Knowledge and Lexical Competence 6 2.1.1 Theoretical Exploration of Vocabulary Knowledge and Lexical Competence Abroad 6 2.1.1.1 Richards’ theoretical framework 6 2.1.1.2 Nation’s theoretical framework 7 2.1.2 Theoretical Exploration of Vocabulary Knowledge and Lexical Competence At Home 9 2.1.2.1Ma Guanghui’s theoretical framework 9 2.1.2.2 Zhang Wenzhong and Wu Xudong’s theoretical framework 9 2.2 Studies about Metacognition 10 2.2.1 Flavell’s Definition and Framework of Metacognition 11 2.2.2 Brown’s Definition and Framework of Metacognition 11 2.3 Studies about Metacognitive Strategies 12 2.3.1 Studies of Metacognitive Strategies Abroad 13 2.3.1.1Brown’s Opinion about Metacognitive Strategies 13 2.3.1.2 Anderson’s Opinion about Metacognitive Strategies 13 2.3.1.3 O 'Malley and Chamot’s Opinion about Metacognitive Strategies 13 2.3.2 Studies of Metacognitive Strategies At Home 14 2.3.2.1 Dong Qi’s Opinion about Metacognitive Strategies 14 2.3.2.2 Wen Qiufang’s Opinion about Metacognitive Strategies 15 2.4 Application of Metacognitive Strategy to English Vocabulary Teaching Abroad and at Home 16 2.4.1 Application of Metacognitive Strategy to English Vocabulary Teaching Abroad 16 2.4.2 Application of Metacognitive Strategy to English Vocabulary Teaching at Home 17 Chapter Three Methodology 21 3.1 Research Design 21 3.1.1 Hypotheses 21 3.1.2 Subjects 21 3.1.3 Instruments 22 3.1.3.1 Questionnaires 22 3.1.3.2 Tests 23 3.1.3.3 Interviews 23 3.1.4 Teaching Material 24 3.2 Implementation Process 24 3.2.1 Preparation for the Research 24 3.2.2 Finishing Questionnaire and Pre-test 25 3.2.3 Explaining Metacognitive Strategy Theory 25 3.2.4 Phonetic Teaching 26 3.2.5 Word Formation Teaching and Part of Speech Teaching 26 3.2.6 Vocabulary Learning Strategy Teaching 27 3.2.6.1 Repetition strategy 27 3.2.6.2 Contextual Vocabulary Learning Approach Teaching 27 3.2.6.3 Legend Memory Approach Teaching 28 3.2.7 Conducting English Vocabulary Teaching by applying metacognitive strategies 28 3.2.7.1 Before Class 29 3.2.7.2 While Class 30 3.2.7.3 After Class 31 3.2.8 Interview in the Middle Experiment 33 3.2.9 Adjustment after the interview 34 3.2.10 Post-test, Questionnaire and Final interview 34 3.2.11 Summary 35 Chapter Four Experimental Results and Discussion 36 4.1 Results and Statistical Analysis of Basic Situation 36 4.2 Statistical Analysis of the Questionnaire about the Use of Metacognitive Strategies 37 4.3 Students’ Interviews and Analysis 40 4.3.1 the First Interview 40 4.3.2 the Second Interview 41 4.4 Results and Statistical Analysis of Vocabulary Test 43 Chapter Five Conclusion 46 5.1 Research Findings 46 5.2 Innovation 46 5.3 Research Enlightenment on English Vocabulary Teaching in Secondary Vocational Schools 47 5.3.1 for teachers 47 5.3.2 for students 48 5.4 Research Limitations 48 5.5 Suggestions for Further Research 48 References 50 Appendix 1 53 Appendix 2 57 Appendix 3 64 Appendix 4 65 |
