论语言学习策略培训对词汇学习的影响
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摘要
自二十世纪七十年代以来，西方对第二语言学习策略的研究逐步成为应用语言学研究的热点，其中对第二语言学习策略培训的研究则是第二语言学习策略研究的一个重要部分。中国对外语学习策略的研究始于二十世纪八十年代初期，应该说起步不晚，但是数量不多，涉及的面不够广泛，尤其是对学习策略培训的研究几乎没有(文秋芳，2003)。西方语言研究者对第二语言学习策略培训的研究多把重点放在阅读策略上，把重心放在认知策略上而忽视了元认知策略。此外，对词汇学习策略的研究也侧重于认知策略之上。鉴于元认知策略和词汇学习的重要性，本研究旨在探索元认知策略和认知策略相结合的培训是否能对中国大学生的词汇学习产生积极的影响。本文从以下四个方面探讨了语言学习策略培训与学习者词汇学习的关系：
第一，策略培训是否会影响及如何影响学习者使用策略的意识?
第二，策略培训是否会影响及如何影响学习者学习词汇的效率?
第三，策略培训是否会影响及如何影响学习者对英语词汇的学习动机?
第四，学习者对本次培训持何种态度?
本次培训的内容是特选的一些元认知策略和认知策略。该培训中用于对比分析的元认知策略包括选择性注意策略和主动性策略。认知策略选定的有猜测策略、词典策略、记笔记策略、背诵策略、编码策略及活动策略。此研究以西安培华学院英语专业二年级的51名学生为实验对象，将语言学习策略培训融入精读课程之中，持续了五周(每天两小时，每周三天)，分为引入、讲解、练习、评估及扩展五个步骤。作者通过调查问卷及词汇测试题收集数据并运用SPSS11.0对所得数据进行了分析。调查问卷涉及学生的背景资料、学习词汇的策略及学习英语的动机；词汇测试以填充的形式出现。此外，培训结束后作者还对4名学生进行了访谈，以了解他们对该次培训的态度。本次实验的具体操作步骤是：首先，在培训前学生需要填写调查问卷及词汇测试题，培训后学生再填写同样的调查问卷及相似的词汇测试题。然后，由研究者本人逐一阅读问卷及词汇测试卷，并分析所得数据来了解学生的策略使用意识及词汇测试成绩在培训前后是否有所不同。最后，研究者任意选出四名实验对象进行面谈，以便了解学生对该次培训持有什么态度。通过调查分析，本研究主要结论如下：
1．通过比较分析培训前后学生使用的词汇策略，作者发现策略培训可以提高学生
对策略的使用意识。特别是一些词汇策略(如元认知学习策略、编码策略以及
活动策略)，学生对它们的使用有了显著的提高。元认知意识的提高能够使他
们找出最适合自己的词汇学习策略。
2.本次策略培训提高了学生学习词汇的效率。T-检验表明:培训后学生的词汇测
试成绩与培训前的词汇测试成绩相比，有了显著提高。
3.由于策略意识的提高及学习的成功，这次策略培训同时增强了学生对英语词汇
的学习动机。
4.学生对本次培训持肯定的态度。他们认为该次培训会使他们终身受益。
当然，本研究在方法上还存在着一些不足:第一、实验对象来自两个固定班
级，而非任意组成。第二、实验时间相对较短，只有五周时间。但作者相信其研
究结果会给中国大学英语词汇的教与学带来一定的启示。
Since 1970s in western countries, teachers and researchers' interest in language learning strategies and their training has been increasing with the intent to help learners become more effective and autonomous. And researches into language learning strategies in China began in 1980s, but researches into language learning strategies training were few. Furthermore, most of the western researches in the field of learning strategy instruction have focused on reading strategies as one of the important language skills (Carrell, 1998), and on cognitive strategies as one of the main categories of learning strategies. In addition, most of the researches on vocabulary learning strategies have also focused on cognitive strategies. Due to the importance of metacognitive learning strategies and vocabulary learning, the present study focuses on both metacognitive and cognitive strategy instruction and its impact on Chinese EFL students' improvement in vocabulary learning. The present study aims to explore the rel
ationship between strategy training and learners' vocabulary acquisition in the following four points:
1. Whether and how does the strategy training affect learners' self-awareness of strategy use in vocabulary acquisition?
2. Whether and how does the strategy training affect learners' efficiency to learn vocabulary?
3. Whether and how does the strategy training affect learners' motivation in vocabulary learning?
4. What is the learners' attitude towards this language learning strategy training? The strategy instruction program reported here covered selected metacognitive
strategies and cognitive strategies for vocabulary learning. Metacognitive strategies included 'selective attention' and 'self-initiation'. For cognitive strategies, 'guessing strategies', 'dictionary strategies', 'note-taking strategies', 'rehearsal strategies', 'encoding strategies' and 'activation strategies' were talked about. This language learning strategy training was conducted with fifty-one students in classroom hours,
who were second-year English-majors at Peihua University, Xi'an. The training lasted five weeks. Data were collected through two questionnaire surveys and two vocabulary retention tests and processed by means of SPSS. A qualitative case study was carried out among four of the students to supplement the quantitative study. The main findings are as follows:
Firstly, analyses of the vocabulary learning strategies used by the students before and after this training suggested that all the means of the strategies rose. And the means of some strategies such as metacognitive strategies, encoding strategies and activation strategies even rose significantly. This showed that the language learning strategy training could increase the learners' awareness of strategy use in vocabulary learning. Secondly, T-test of the two tests' results presented that the strategy instruction raised students' efficiency to learn vocabulary. Thirdly, the strategy instruction raised students' level of motivation for vocabulary learning, largely attributed to a boost in self-confidence as a result of an increase in perceived knowledge of strategies and good learning results. Fourthly, students took a positive attitude toward this training. On the whole, this language learning strategy training has yielded some useful findings which are believed to have implications for vocabulary learning an
d teaching.
Although this study was designed carefully, there were still some limitations. Firstly, because of the conditional inconvenience, the participants were taken in two intact classes, and not chosen randomly. Secondly, the period of time this experiment took may be short?only five weeks. Thirdly, the efficiency to learn vocabulary was measured by two vocabulary retention tests which were given after two weeks' learning. The retention time was also limited.
第一，策略培训是否会影响及如何影响学习者使用策略的意识?
第二，策略培训是否会影响及如何影响学习者学习词汇的效率?
第三，策略培训是否会影响及如何影响学习者对英语词汇的学习动机?
第四，学习者对本次培训持何种态度?
本次培训的内容是特选的一些元认知策略和认知策略。该培训中用于对比分析的元认知策略包括选择性注意策略和主动性策略。认知策略选定的有猜测策略、词典策略、记笔记策略、背诵策略、编码策略及活动策略。此研究以西安培华学院英语专业二年级的51名学生为实验对象，将语言学习策略培训融入精读课程之中，持续了五周(每天两小时，每周三天)，分为引入、讲解、练习、评估及扩展五个步骤。作者通过调查问卷及词汇测试题收集数据并运用SPSS11.0对所得数据进行了分析。调查问卷涉及学生的背景资料、学习词汇的策略及学习英语的动机；词汇测试以填充的形式出现。此外，培训结束后作者还对4名学生进行了访谈，以了解他们对该次培训的态度。本次实验的具体操作步骤是：首先，在培训前学生需要填写调查问卷及词汇测试题，培训后学生再填写同样的调查问卷及相似的词汇测试题。然后，由研究者本人逐一阅读问卷及词汇测试卷，并分析所得数据来了解学生的策略使用意识及词汇测试成绩在培训前后是否有所不同。最后，研究者任意选出四名实验对象进行面谈，以便了解学生对该次培训持有什么态度。通过调查分析，本研究主要结论如下：
1．通过比较分析培训前后学生使用的词汇策略，作者发现策略培训可以提高学生
对策略的使用意识。特别是一些词汇策略(如元认知学习策略、编码策略以及
活动策略)，学生对它们的使用有了显著的提高。元认知意识的提高能够使他
们找出最适合自己的词汇学习策略。
2.本次策略培训提高了学生学习词汇的效率。T-检验表明:培训后学生的词汇测
试成绩与培训前的词汇测试成绩相比，有了显著提高。
3.由于策略意识的提高及学习的成功，这次策略培训同时增强了学生对英语词汇
的学习动机。
4.学生对本次培训持肯定的态度。他们认为该次培训会使他们终身受益。
当然，本研究在方法上还存在着一些不足:第一、实验对象来自两个固定班
级，而非任意组成。第二、实验时间相对较短，只有五周时间。但作者相信其研
究结果会给中国大学英语词汇的教与学带来一定的启示。
Since 1970s in western countries, teachers and researchers' interest in language learning strategies and their training has been increasing with the intent to help learners become more effective and autonomous. And researches into language learning strategies in China began in 1980s, but researches into language learning strategies training were few. Furthermore, most of the western researches in the field of learning strategy instruction have focused on reading strategies as one of the important language skills (Carrell, 1998), and on cognitive strategies as one of the main categories of learning strategies. In addition, most of the researches on vocabulary learning strategies have also focused on cognitive strategies. Due to the importance of metacognitive learning strategies and vocabulary learning, the present study focuses on both metacognitive and cognitive strategy instruction and its impact on Chinese EFL students' improvement in vocabulary learning. The present study aims to explore the rel
ationship between strategy training and learners' vocabulary acquisition in the following four points:
1. Whether and how does the strategy training affect learners' self-awareness of strategy use in vocabulary acquisition?
2. Whether and how does the strategy training affect learners' efficiency to learn vocabulary?
3. Whether and how does the strategy training affect learners' motivation in vocabulary learning?
4. What is the learners' attitude towards this language learning strategy training? The strategy instruction program reported here covered selected metacognitive
strategies and cognitive strategies for vocabulary learning. Metacognitive strategies included 'selective attention' and 'self-initiation'. For cognitive strategies, 'guessing strategies', 'dictionary strategies', 'note-taking strategies', 'rehearsal strategies', 'encoding strategies' and 'activation strategies' were talked about. This language learning strategy training was conducted with fifty-one students in classroom hours,
who were second-year English-majors at Peihua University, Xi'an. The training lasted five weeks. Data were collected through two questionnaire surveys and two vocabulary retention tests and processed by means of SPSS. A qualitative case study was carried out among four of the students to supplement the quantitative study. The main findings are as follows:
Firstly, analyses of the vocabulary learning strategies used by the students before and after this training suggested that all the means of the strategies rose. And the means of some strategies such as metacognitive strategies, encoding strategies and activation strategies even rose significantly. This showed that the language learning strategy training could increase the learners' awareness of strategy use in vocabulary learning. Secondly, T-test of the two tests' results presented that the strategy instruction raised students' efficiency to learn vocabulary. Thirdly, the strategy instruction raised students' level of motivation for vocabulary learning, largely attributed to a boost in self-confidence as a result of an increase in perceived knowledge of strategies and good learning results. Fourthly, students took a positive attitude toward this training. On the whole, this language learning strategy training has yielded some useful findings which are believed to have implications for vocabulary learning an
d teaching.
Although this study was designed carefully, there were still some limitations. Firstly, because of the conditional inconvenience, the participants were taken in two intact classes, and not chosen randomly. Secondly, the period of time this experiment took may be short?only five weeks. Thirdly, the efficiency to learn vocabulary was measured by two vocabulary retention tests which were given after two weeks' learning. The retention time was also limited.
引文
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Bachrnan, L.E, & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Baddeley, A. (1997). Human memory; Theory and practice (revised edition). Hove, UK: Psychology Press.
Brown, H. D. (1994). Principles of language learning and teaching. 3rd ed. Englewood Cliffs: Prentice Hall.
Brown, H. D. (1987). Principles of language learning and teaching. New Jersey: Prentice Hal
Brown, T. S. & Perry, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25, 655-70.
Carrell, P.L. (1998). Can reading strategies be successfully taught? http://langne.hyper.chubu.ac.jp/jalt/pub/tlt/98/mar/carrell.html
Carrell, EL., Pharis, B.G. & Liberto, J.C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-678.
Chamot, A.U., Barnhardt, S., E1 Dinary. EB., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longrnan.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
Chamot, A. U., & O'Malley, J. M. (1986). A cognitive academic language learning approach: An ESL content-based curriculum. Wheaton: National Clearinghouse for Bilingual Education.
Chamot, A. U., and O'Malley, J.M. (1994). Language learner and learning strategies. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 371-392). London: Academic.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huekin (Eds.), Second language vocabulary acquisition (pp. 225-237). Cambridge: Cambridge University Press.
Cohen, A.D., Weaver, S. F., & Lim T. (1998). The impact of strategic-based instruction on speaking a foreign language. In A. Cohen. Strategies in learning and using a second language (pp. 107-56). London: Longman.
Cottrell, S. (1999). The study skills handbook. London: Macmillan Press.
Ellis, R. (1985). Sources of variability in interlanguage. Applied Linguistics, 6, 118-131.
Ellis, R. (1995). Modified oral input and the acquisition of word meaning. Applied Linguistics, 16, 409-441.
Gagne, E. D., Yekovich, C. W., & Yekovieh, F. R. (1993). The cognitive psychology of school learning (2nd Edition). NY: Harper Collins.
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