【作者】 肖范存；

【导师】 肖运初；

【作者基本信息】 湖南师范大学 ， 教育， 2007， 硕士

【摘要】 笔者十余年来一直从事中学英语教学,从实践中发现学生英语学习普遍效率低下且自主性不强,迫切需要找到一条解决这个问题的途径。近年来随着第二语言学习策略的研究肯定了元认知在语言学习中的重要作用,元认知策略的运用潜力逐渐被人们所认识,学习自主性也逐渐成为外语教学和研究中的热门话题。因此试图从这方面找到突破口。本研究是对普通高级中学外语教学中的元认知策略训练与外语学习自主性与学习成效相关性的实证性研究,研究采取问卷调查、实验研究加个别访谈的混合研究法,以某校高中二年级80名学生为研究对象,主要考察了高中生元认知策略训练和英语学习效果的关系以及对学生学习自主性的影响。研究结果表明:元认知策略训练是英语学习策略训练的重要内容,与学生的英语学习成绩有显著的相关性,是提高学生英语水平的有效途径。对高中学生进行元认知策略训练使他们增强了学好英语的自信心,激发了他们学习语言的兴趣,提高了他们的策略运用意识,增强了他们英语学习的自主性。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和灵活运用各种学习策略的前提下,有效提高英语学习效率。本文在实验的基础上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引导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提出了一些看法和建议。更多还原

【Abstract】 Having been teaching English in middle schools for more than ten years, the author found most of my students are not so efficient in their English learning and they usually are not autonomous. It is urgent to find a way to help them out of trouble. Autonomous language learning has been developed both in theory and practice ever since its appearance in the 1960s. It is still a hot topic of English teaching and research today. And the studies on meta-cognitive strategies become common recently in China. However, a lot of researchers only paid attention to the aspects of autonomous language learning. More focus is paid on learner’s meta-cognitive descriptive investigations and little has been reported about meta-cognitive strategies based instruction. Here I try to foster learner autonomy through systematic strategy training.Based on the model proposed by Cohen, the program aims to help the students be aware of the importance of responsible attitude and develop independent learning ability through meta-cognitive strategy training in class. An experiment is made to test whether meta-cognitive strategy training can enhance senior middle school students’ autonomy in their English learning and finally improve their English proficiency.Eighty senior middle school students from the 8^th Middle School of Xiangtan City participated in the experiment and were evenly grouped into two classes. Both use the same textbook and are under the guidance of the same teacher and follow the same syllabus. The only difference lies in the teaching methods, with one class using the traditional teacher-centered teaching approach （the control class） and the other focusing on meta-cognitive strategy training. Analyzing their pre-test and pre-questionnaire scores, we find the two classes are almost of the same level in terms of language proficiency and meta-cognition level. During the program, the Strategy Inventory for Language Learning （SILL） questionnaire and PETS-2 tests are used. Comparisons are made in the following three aspects: the language performance in the test, a change of meta-cognitive strategies, and enhancement of autonomy.As far as the scores in the post-test are concerned, the experimental class has a higher mean score than the control class. The two sets of questionnaire results show that the experimental class benefit from the program by using more meta-cognitive strategies. Besides, most of the students in the experimental class are reported to have a higher motivation in language learning after the experiment. While the control class shows no great difference in all aspects.According to the findings of the experiment and referring to other researches, the author gives some suggestions on how to embed meta-cognitive strategy training into English learning practice and improve senior middle school students’ autonomy at the end of this thesis. The integrated training program may serve as enlightenment for further innovation in more effective modes of teaching in foreign language education.更多还原