【作者】 仲苏静；

【导师】 陈弘；

【作者基本信息】 华东师范大学 ， 教育， 2007， 硕士

【摘要】 成功的英语语言学习一定程度上取决于词汇量的大小，掌握一定的词汇量是提高英语听、说、读、写、译各项能力的必要保证。高中生要在有限的时间内打下坚实的英语基础，一个重要方面就是掌握一定量的词汇。但由于词汇具有数量大，规律性不强等特点，它常给高中生带来很大的困难；而普通的高中生也因缺乏足够的自我管理与监控能力，元认知意识不明确，无法科学地计划，管理和监控自己的词汇学习。同时，元认知策略的匮乏，也阻碍了他们对认知策略的有效掌握。鉴于这种情况，高中生迫切需要英语教师在学习策略，尤其是元认知策略方面对他们进行指导。它是提高学生自我调控能力，发展学生英语自我管理能力和实现学生主体发展的重要途径。我国新颁布的《高中英语课程标准》已把学习策略列为教学目标，这对提高学生的学习效率和教师的教学效果具有重要意义。本文拟在理论和实证两方面对中学英语词汇教学中元认知策略的培训进行研究，以验证策略培训的有效性。为此，笔者首先在所执教的普通高中和所在城市另外的一所重点中学进行了词汇元认知策略问卷调查，然后在分析问卷数据的基础上对本人所执教两个高二平行班进行了为期18周的词汇元认知策略的培训。研究数据来自于这些学生培训前后的词汇测试成绩。数据经统计分析后表明，词汇教学过程中进行元认知策略的培训能够有效并长远地促进高中生的英语词汇学习。更多还原

【Abstract】 Successful language learning depends on one’s vocabulary in some degree, and mastering a certain amount of words is the guarantee of improving students’ ability of listening, speaking, reading, writing and translation. Chinese high school students need to build a firm foundation for their further English language learning, and as a result, mastering a sufficient vocabulary is an essential task to accomplish. However, as the English vocabulary is huge in number and lack in regularity, vocabulary learning poses great difficulty for high school students. Besides, lack of self-management and self-monitoring, as well as a vague metacognitive consciousness lead to unsuccessful vocabulary learning. At the same time, lack of metacognitive strategies hinders their employment of other vocabulary cognitive strategies. With all these, high school students need to be instructed in vocabulary learning strategies, especially in vocabulary metacognitive strategy, which is an effective way to enhance students’ self-management and facilitate their active development. In China, the newly published High School English Curriculum Standard regards learning strategies as teaching objectives. It has profound significance for the improvement of the students’ learning efficiency and teachers’ instructions.This thesis aims to prove the validity of metacognitive strategy training in vocabulary teaching on both the theoretical and empirical grounds. The author first conducted a vocabulary metacognitive strategy survey in a public high school where the author works and another key high school in the same city. With the data collected and analyzed, a study of vocabulary metacognitive strategy training is conducted in the former school. The subjects were 149 high school students in two parallel classes with the author as their English teacher. The research data came from the scores of their pre- and post-training vocabulary tests. The result of the study shows that explicit metacognitive strategy training does make significantly long and positive effect on the vocabulary learning of Chinese high school students.更多还原