元认知策略训练对高中学生英语自主学习影响的实证研究
|
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。
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.
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。
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.
引文
Anderson, Stephen R., & David W. Lightfoot. The Language Organ. Cambridge: Cambridge University Press. 2002.
Benito, Forley, Lewis & Prescott, The effect of instruction in question-answer relationships and metacognition on social studies comprehension. Journal of Research in Reading 16 (1), 20-29. 1993.
Benson, P. & P. Voller. Autonomy and Independence in Language Learning. London: Longman. 1997.
Boud, D. Moving toward student autonomy. In D. Boud(Ed).Developing student autonomy in learning (2nd ed.) (pp. 17-39). London Kogan Page. 1988.
Brooks, A. & P. Grundy. Individualization and autonomy in language learning. Modern English Publication: British Council. 1988.
Brown, A. L. & P. A. Sullivan. Inducing strategic learning from texts by means of informed, self-control training. In: D. K. Reid. & W. P. Hresko. Metacognition and learning disabilities. Rockville: Aspen Publication 1982,1:1-18.
Brown, A.L. & Palincsar, A. Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum. 1989.
Brown, B. Metacognition, executive control, self-regulation and other more mysterious mechanisms. In Weinert & Kluwe (Eds.). Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaun Associates. 1987.
Candy, P. Constructivism and the study of self-direction in adult learning. Studies in the Education of Adults. 1989, Vol 21,95-116.
Carrel, P. L. Metacognitive awareness and second language reading. Modern Language Journal 1989, Vol73,122-134.
Chamot, A. U. The Learning Strategies of ESL Students. In A. Wenden&J. Rubin (Eds). Learner tegies in Language Learning. London: Prentice Hall. 1987,71-83.
Cohen. Reasoning about textual similarity in information access (context) - Cohen -1998
Cotterall, S. Developing a course strategy for learner autonomy. English Language Teaching Journal. 1995a, Vol49,219-227.
--Readiness for autonomy: Investigating learner beliefs. System. 1995b.23,2.
--Promoting Learner Autonomy through the Curriculum: Principles for Designing Language Course. ELT Journal, 2000. Vol54, 109-117.
Crabbe, D. Fostering Autonomy with the Classroom: the Teacher's Responsibility. System, 1993,21,443.
Dam, L. Learner autonomy in practice. In Ian Gathercole (Ed.). Autonomy and language learning. London: CILT. 1990,16.
Dickinson, L. Self-instruction in Language Learning. Cambridge University Press, 1987.
--Learner autonomy 2: Learner training for language learning. Dublin: Authentic, 1992.
--Talking shop: aspects of autonomous learning. ELT Journal 1993, 4: 330-336.
--Autonomy and motivation: A literature review. System 1995, 2: 165-74.
Ellis,R.The study of second language acquisition.Oxford University Press,1994.
Ellis,R.Learninga Second Language through Interaction.Amsterdam:John Benjamins,1999.
Ellis & Sinclair,Learning to Learn English:a Course in Learner Training.Cambridge:Cambridge University Press,1989.
Flavell,J.H.Metacognition and cognitive monitoring:A new area of cognitive developmental inquiry.American Psychologist 34,1979,906-911.
Fosnot,T.C.Enquiring teachers,enquiring learners:A constructivist approach for teaching.New York:Teachers College Press,1989.
Gardner,D.&Miller,L.外语自主学习-理论与实践[M].上海:上海外语教育出版社,2002.
Holec,H.Autonomy and Foreign Language Learning.Strasbourg:Council of Europe,1979.
Holec,H.Autonomy and foreign language learning.Oxford:Pergamon Press,1981.
Horwitz,E.K.Surveying student beliefs about language learning.In A.Wenden & J.Rubin(Eds):Learner strategies in language learning.London:Prentice Hall,1987.
Huttunen,L.Towards Learner Autonomy in Foreign Language in Senior Secondary School.Department of Teacher Education,University of Oulou,Finland,1986.
King,A.Effects of training in strategic questioning on children's problem-solving performance.Journal of Educational Psychology, 1991,Vo183,307-317.
Kluwe.A closer look at the relationship of cognitive and metacognitive strategy use Phakiti Language Testing.2003;20:26-56
Knowles,M.S.Self-directed Learning:A Guide for Learners and Teachers.New York:Association Press,1975.
Lee,I.Supporting Greater Autonomy in Language Learning.ELT Journal,1998,Vol52,283-289.
Littlewood,W.Defining and Developing Autonomy in East Asian Contexts.System,1999,Vol20,71-74.
Lyn Corno.The metacognitive control component of self-regulated learning.Contemporary Educational Psychology 1986,11,333-346.
Mallow,A.Toward a Psychology of Being.New York:Van Nostrand,1968.
MecDevitt,B.Learner Autonomy and the Need for Learner Training.Language Learning Journal,1997,Vol16,15-19.
Little,D.1990.Autonomy in language learning.In Ian Gathercole(Ed.).Autonomy and language learning.London:CILT.7-15.
Little,D.Learner autonomy:definitions,issues and problems.Dublin:Authentic.1991.
Little,D.Learning as dialogue:the dependence of learner autonomy on teacher autonomy.System 1995.2:175.
Lyn Corno.The metacognitive control component of self-regulated learning.Contemporary Educational Psychology,1986,Vol11,333-346.
Nunan,D.Learner Strategy Training in the Language Classroom:An Empirical Investigation.RELC Journal,1996,28,35.
-- Towards autonomous learning: some theoretical, empirical and practical issues. In Pemberton, Richard et al. Taking control: autonomy in language learning. HongKong: Hong Kong University Press. 1996b, 13-26.
--Designing and Adapting Materials to Encourage Learner Autonomy. London: Longman, 1997.
Nyikos, M. & R. Oxford. Strategies for Foreign Language Learning and Second Language Acquisition. Paper presented at the conference on SLA and FLL, Champaign-Urbana, Illinois, 1987.
O'Malley, J. M. & A. U. Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
O'Malley, J. M. & A. U. Chamot, S. M. Gloria, L. Kupper & P. R Rocco. Learning strategies used by beginning and intermediate ESL students. Language Learning 1985, Vol35, 21-46.
O'Malley, J. M. Chamot A. U.& Kupper, L. Listening comprehension strategies in second language acquisition. Applied Linguistics, 1989,10 (4), 418-437.
Oxford, R. L. Language learning strategies: What every teacher should know. New York: Newbury House Publisher, 1990.
--Language learning strategies: An updated. Eric Clearinghouse on Languages and Linguistics, 1994.
--Teaching and researching language learning strategies. London: Addison-Wesley/Longman. 2000.
Oxford, R. L. & D. Crookall et al. Strategy Training for Language Learners: Six Situational Case Studies and a Training Model. Foreign Language Annals, 1990.Vol22, 197-216.
Piaget, J. The development of thought: Equilibration of cognitive structures. New York: The Viking Press, 1997.
Purpura, J. E. An analysis of the relationships between test takers' cognitive and metacognitive strategy use and second language test performance. Language Learning 1997,Vol 47, 289-325.
Rathbone, C. H. Open education: The informal classroom. New York: Citation Press, 1971.
Reid, J. M. Learning Styles in the ESI/EFL Classroom. Beijing: Foreign Languages Teaching and Research Press, 1995.
Reid, D. K. & W. P. Hresko. Metacognition and learning disabilities. Topics in Learning and Learning Disabilities. Maryland: Aspen Systems Corporation, 1982.
Richards, J. & J. Platt. Longman dictionary of language teaching and applied linguistics. Essex: Longman, 1992.
Rogers, C. R. On Becoming a Person. Boston: Houghton Mifflin, 1983.
Rubin, J. What the "Good Language Learner" Can Teach Us. TESOL Quarterly, 1975, Vol9, 41-51.
--Study of Cognitive Processes in Second Language Learning. Applied Linguistics, 1981, Vol2,117-31.
--Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden, & J. Rubin. (Eds.). Learner strategies in language learning(pp.15-30). London: Prentice Hall International, 1987.
Schmitt & Newby, Meta-cognition: Relevance to instructional design. Applied Linguistics,vol 9,4: 29-33.
Sheerin, S. An Exploration of the Relationship between Self-access and Independent Learning. London and New York: Addison Wesley Longman, 1997.
Stern, H. H. What Can We Learn from Language Learner? Canadian Modern Language Review, 1975,Vol31, 304-318.
--Fundamental concepts of language teaching. Oxford: Oxford University Press, 1983.
Tudor, I. Teacher Roles in the Learner-centered Classroom. ELF Journal, 1996.Vol47,22-31.
Vann. R. & R. Abraham. Strategies of unsuccessful language learners. TESOL Quarterly 1990, Vol24.
Vandergrift, L. Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 1999, Vol53,168-76.
Victori, R. M. Investigating the metacognitive knowledge of students of English as a second language. Los Angeles: University of California. Masters Thesis, 1992.
Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Process. Cambridge: Cambridge University Press, 1978.
Wagner, R. K. & R. J. Sternberg. Alternative conceptions of intelligence and their implications for education. Review of Educational Research, 1984,Vol54,179-223.
Weinert, F. E. & R. H. Kluwe, Metacognition, motivation and understanding. London: Lawrence Erlbaum Associates, 1987.
Weinstein, C. E. & R. E. Mayer. The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York:Macmillan,1986,315-327.
Wellman,H.The Origins of metacognition.In Forrest Pressley et al.(Eds.),Metacognition,cognition,and human performance,1985.
Wenden,A.L.Helping language learners think about learning.ELT Journal 1986,Vo140,3-11.
Wenden,A.L.Incorporating Learner Training in the Classroom.In Wenden.A.&Rubin,J.(eds).Learner Strategies in Language Learning.Englewood Cliffs,NJ:Prentice Hall International,1987.
Wenden,A.L.Learner Strategies for Learner Autonomy.New York:Prentice Hall,1991.
Wenden,A.L.Learner Strategies for LearnerAutonomy.Great Britain:Prentice Hall,1998.
Wenden,A.L.Metacognitive knowledge and language language learning.Applied linguistics 19:4.515-537.
Wenden,A.& J.Rubin.Learner Strategies in Language Learning.Englewood Cliffs(ed.),NJ:Prentice Hall International,1987.
Wen Qiufang & R.K.Johnson.L2 learner variables and English achievement:A study of tertiary-level English majors in China.Applied Linguistics,1997,Vol18,27-48.
Weaver,S.J & A.D.Cohen.Strategies-Based Instruction:A Teacher-Training Manual.Center for Advanced Research on Language Acduisition,University of Minnesota,Minneapolis,1997.
Wilson R.A.& Keil F.The MIT Encylopedia of the Cognitive Sciences,MIT Press(Cambridge,MA),1999.
Yang,N.D.The relationship between EFL learners' beliefs and learning strategy use.System 1999.Vol 27,515-535.
Zimmerman,B.J.Dimensions of academic regulation:A conceptual framework for education.In D.H.Shunk & B.J.Zimmerman(Eds.).Self-regulation of learning and performance:Issues and educational implications(pp.3-21).Hillsdale,NJ:Erlbaum,1994.http://www.tefl-china.net/2003/ca13821.html<<全日制义务教育普通高级中学英语课程标准(实验稿)>>.
程晓堂,郑敏.2002.英语学习策略.北京:外语教学与研究出版社.
葛炳芳.关于中学生英语学习动机、观念、策略关系的一项实证研究.《国外外语教学》,2006(1).
桂诗春.《应用语言学与中国的英语教学》.山东教育出版社,1988.
杜诗春.《心理语言学》.上海外语教育出版社,1997.
纪康丽.外语学习中元认知策略的培训.《外语界》,2002(3).
季佩英,贺梦依.大学英语师生听力策略研究.《外语界》,2004(5).
蒋祖康.学习策略与听力的关系.《外语教学与研究》,1994(1).
胡壮麟.《语篇的衔接与连贯》.上海外语教育出版社,1994.
刘润清.《外语教学中的科研方法》.外语教学与研究出版社,1999.
刘润清.《外语教学科研中的统计方法》.外语教学与研究出版社,2000.
罗少茜.《英语课堂教学形成性评估》.外语教学与研究出版社,2003.
潘黎萍.元认知策略在二语课堂阅读中的可教性实验研究.《外语教学》,2006(1).
王笃勒.《英语教学策略论》.外语教学与研究出版社,2002.
文秋芳.英语学习成功与不成功者在学习方法上的差异.《外语教学与研究》,1995(3).
文秋芳.《英语学习策略论》.上海外语教育出版社,1996.
文秋芳.传统和非传统学习方法与英语成绩的关系.《现代外语》,1996 (1).
文秋芳.英语学习者动机、观念、策略的变化规律与特点.《外语研究》,2001(2).
吴丁娥.外语教学与外语习得中的“输入”及“情感障碍”.《外语与外语教学》,2000(6).
杨坚定.听力理解策略训练与教师的作用.《外语研究》,2003(3).
章柏成.英语学习策略个案研究.《中国外语》,2005(3).
王立非.第二语言学习策略研究:问题与对策.《国外外语教学》,2001(4).
杨小虎,张文鹏.元认知与中国大学生英语阅读理解相关研究.《外语教学与研究》,2002(3).
张国扬.《外语教育语言学》.广西教育出版社,1996.
朱纯.《外语教学心理学》.上海外语教育出版社,1994.
Benito, Forley, Lewis & Prescott, The effect of instruction in question-answer relationships and metacognition on social studies comprehension. Journal of Research in Reading 16 (1), 20-29. 1993.
Benson, P. & P. Voller. Autonomy and Independence in Language Learning. London: Longman. 1997.
Boud, D. Moving toward student autonomy. In D. Boud(Ed).Developing student autonomy in learning (2nd ed.) (pp. 17-39). London Kogan Page. 1988.
Brooks, A. & P. Grundy. Individualization and autonomy in language learning. Modern English Publication: British Council. 1988.
Brown, A. L. & P. A. Sullivan. Inducing strategic learning from texts by means of informed, self-control training. In: D. K. Reid. & W. P. Hresko. Metacognition and learning disabilities. Rockville: Aspen Publication 1982,1:1-18.
Brown, A.L. & Palincsar, A. Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum. 1989.
Brown, B. Metacognition, executive control, self-regulation and other more mysterious mechanisms. In Weinert & Kluwe (Eds.). Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaun Associates. 1987.
Candy, P. Constructivism and the study of self-direction in adult learning. Studies in the Education of Adults. 1989, Vol 21,95-116.
Carrel, P. L. Metacognitive awareness and second language reading. Modern Language Journal 1989, Vol73,122-134.
Chamot, A. U. The Learning Strategies of ESL Students. In A. Wenden&J. Rubin (Eds). Learner tegies in Language Learning. London: Prentice Hall. 1987,71-83.
Cohen. Reasoning about textual similarity in information access (context) - Cohen -1998
Cotterall, S. Developing a course strategy for learner autonomy. English Language Teaching Journal. 1995a, Vol49,219-227.
--Readiness for autonomy: Investigating learner beliefs. System. 1995b.23,2.
--Promoting Learner Autonomy through the Curriculum: Principles for Designing Language Course. ELT Journal, 2000. Vol54, 109-117.
Crabbe, D. Fostering Autonomy with the Classroom: the Teacher's Responsibility. System, 1993,21,443.
Dam, L. Learner autonomy in practice. In Ian Gathercole (Ed.). Autonomy and language learning. London: CILT. 1990,16.
Dickinson, L. Self-instruction in Language Learning. Cambridge University Press, 1987.
--Learner autonomy 2: Learner training for language learning. Dublin: Authentic, 1992.
--Talking shop: aspects of autonomous learning. ELT Journal 1993, 4: 330-336.
--Autonomy and motivation: A literature review. System 1995, 2: 165-74.
Ellis,R.The study of second language acquisition.Oxford University Press,1994.
Ellis,R.Learninga Second Language through Interaction.Amsterdam:John Benjamins,1999.
Ellis & Sinclair,Learning to Learn English:a Course in Learner Training.Cambridge:Cambridge University Press,1989.
Flavell,J.H.Metacognition and cognitive monitoring:A new area of cognitive developmental inquiry.American Psychologist 34,1979,906-911.
Fosnot,T.C.Enquiring teachers,enquiring learners:A constructivist approach for teaching.New York:Teachers College Press,1989.
Gardner,D.&Miller,L.外语自主学习-理论与实践[M].上海:上海外语教育出版社,2002.
Holec,H.Autonomy and Foreign Language Learning.Strasbourg:Council of Europe,1979.
Holec,H.Autonomy and foreign language learning.Oxford:Pergamon Press,1981.
Horwitz,E.K.Surveying student beliefs about language learning.In A.Wenden & J.Rubin(Eds):Learner strategies in language learning.London:Prentice Hall,1987.
Huttunen,L.Towards Learner Autonomy in Foreign Language in Senior Secondary School.Department of Teacher Education,University of Oulou,Finland,1986.
King,A.Effects of training in strategic questioning on children's problem-solving performance.Journal of Educational Psychology, 1991,Vo183,307-317.
Kluwe.A closer look at the relationship of cognitive and metacognitive strategy use Phakiti Language Testing.2003;20:26-56
Knowles,M.S.Self-directed Learning:A Guide for Learners and Teachers.New York:Association Press,1975.
Lee,I.Supporting Greater Autonomy in Language Learning.ELT Journal,1998,Vol52,283-289.
Littlewood,W.Defining and Developing Autonomy in East Asian Contexts.System,1999,Vol20,71-74.
Lyn Corno.The metacognitive control component of self-regulated learning.Contemporary Educational Psychology 1986,11,333-346.
Mallow,A.Toward a Psychology of Being.New York:Van Nostrand,1968.
MecDevitt,B.Learner Autonomy and the Need for Learner Training.Language Learning Journal,1997,Vol16,15-19.
Little,D.1990.Autonomy in language learning.In Ian Gathercole(Ed.).Autonomy and language learning.London:CILT.7-15.
Little,D.Learner autonomy:definitions,issues and problems.Dublin:Authentic.1991.
Little,D.Learning as dialogue:the dependence of learner autonomy on teacher autonomy.System 1995.2:175.
Lyn Corno.The metacognitive control component of self-regulated learning.Contemporary Educational Psychology,1986,Vol11,333-346.
Nunan,D.Learner Strategy Training in the Language Classroom:An Empirical Investigation.RELC Journal,1996,28,35.
-- Towards autonomous learning: some theoretical, empirical and practical issues. In Pemberton, Richard et al. Taking control: autonomy in language learning. HongKong: Hong Kong University Press. 1996b, 13-26.
--Designing and Adapting Materials to Encourage Learner Autonomy. London: Longman, 1997.
Nyikos, M. & R. Oxford. Strategies for Foreign Language Learning and Second Language Acquisition. Paper presented at the conference on SLA and FLL, Champaign-Urbana, Illinois, 1987.
O'Malley, J. M. & A. U. Chamot. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press, 1990.
O'Malley, J. M. & A. U. Chamot, S. M. Gloria, L. Kupper & P. R Rocco. Learning strategies used by beginning and intermediate ESL students. Language Learning 1985, Vol35, 21-46.
O'Malley, J. M. Chamot A. U.& Kupper, L. Listening comprehension strategies in second language acquisition. Applied Linguistics, 1989,10 (4), 418-437.
Oxford, R. L. Language learning strategies: What every teacher should know. New York: Newbury House Publisher, 1990.
--Language learning strategies: An updated. Eric Clearinghouse on Languages and Linguistics, 1994.
--Teaching and researching language learning strategies. London: Addison-Wesley/Longman. 2000.
Oxford, R. L. & D. Crookall et al. Strategy Training for Language Learners: Six Situational Case Studies and a Training Model. Foreign Language Annals, 1990.Vol22, 197-216.
Piaget, J. The development of thought: Equilibration of cognitive structures. New York: The Viking Press, 1997.
Purpura, J. E. An analysis of the relationships between test takers' cognitive and metacognitive strategy use and second language test performance. Language Learning 1997,Vol 47, 289-325.
Rathbone, C. H. Open education: The informal classroom. New York: Citation Press, 1971.
Reid, J. M. Learning Styles in the ESI/EFL Classroom. Beijing: Foreign Languages Teaching and Research Press, 1995.
Reid, D. K. & W. P. Hresko. Metacognition and learning disabilities. Topics in Learning and Learning Disabilities. Maryland: Aspen Systems Corporation, 1982.
Richards, J. & J. Platt. Longman dictionary of language teaching and applied linguistics. Essex: Longman, 1992.
Rogers, C. R. On Becoming a Person. Boston: Houghton Mifflin, 1983.
Rubin, J. What the "Good Language Learner" Can Teach Us. TESOL Quarterly, 1975, Vol9, 41-51.
--Study of Cognitive Processes in Second Language Learning. Applied Linguistics, 1981, Vol2,117-31.
--Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden, & J. Rubin. (Eds.). Learner strategies in language learning(pp.15-30). London: Prentice Hall International, 1987.
Schmitt & Newby, Meta-cognition: Relevance to instructional design. Applied Linguistics,vol 9,4: 29-33.
Sheerin, S. An Exploration of the Relationship between Self-access and Independent Learning. London and New York: Addison Wesley Longman, 1997.
Stern, H. H. What Can We Learn from Language Learner? Canadian Modern Language Review, 1975,Vol31, 304-318.
--Fundamental concepts of language teaching. Oxford: Oxford University Press, 1983.
Tudor, I. Teacher Roles in the Learner-centered Classroom. ELF Journal, 1996.Vol47,22-31.
Vann. R. & R. Abraham. Strategies of unsuccessful language learners. TESOL Quarterly 1990, Vol24.
Vandergrift, L. Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 1999, Vol53,168-76.
Victori, R. M. Investigating the metacognitive knowledge of students of English as a second language. Los Angeles: University of California. Masters Thesis, 1992.
Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Process. Cambridge: Cambridge University Press, 1978.
Wagner, R. K. & R. J. Sternberg. Alternative conceptions of intelligence and their implications for education. Review of Educational Research, 1984,Vol54,179-223.
Weinert, F. E. & R. H. Kluwe, Metacognition, motivation and understanding. London: Lawrence Erlbaum Associates, 1987.
Weinstein, C. E. & R. E. Mayer. The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York:Macmillan,1986,315-327.
Wellman,H.The Origins of metacognition.In Forrest Pressley et al.(Eds.),Metacognition,cognition,and human performance,1985.
Wenden,A.L.Helping language learners think about learning.ELT Journal 1986,Vo140,3-11.
Wenden,A.L.Incorporating Learner Training in the Classroom.In Wenden.A.&Rubin,J.(eds).Learner Strategies in Language Learning.Englewood Cliffs,NJ:Prentice Hall International,1987.
Wenden,A.L.Learner Strategies for Learner Autonomy.New York:Prentice Hall,1991.
Wenden,A.L.Learner Strategies for LearnerAutonomy.Great Britain:Prentice Hall,1998.
Wenden,A.L.Metacognitive knowledge and language language learning.Applied linguistics 19:4.515-537.
Wenden,A.& J.Rubin.Learner Strategies in Language Learning.Englewood Cliffs(ed.),NJ:Prentice Hall International,1987.
Wen Qiufang & R.K.Johnson.L2 learner variables and English achievement:A study of tertiary-level English majors in China.Applied Linguistics,1997,Vol18,27-48.
Weaver,S.J & A.D.Cohen.Strategies-Based Instruction:A Teacher-Training Manual.Center for Advanced Research on Language Acduisition,University of Minnesota,Minneapolis,1997.
Wilson R.A.& Keil F.The MIT Encylopedia of the Cognitive Sciences,MIT Press(Cambridge,MA),1999.
Yang,N.D.The relationship between EFL learners' beliefs and learning strategy use.System 1999.Vol 27,515-535.
Zimmerman,B.J.Dimensions of academic regulation:A conceptual framework for education.In D.H.Shunk & B.J.Zimmerman(Eds.).Self-regulation of learning and performance:Issues and educational implications(pp.3-21).Hillsdale,NJ:Erlbaum,1994.http://www.tefl-china.net/2003/ca13821.html<<全日制义务教育普通高级中学英语课程标准(实验稿)>>.
程晓堂,郑敏.2002.英语学习策略.北京:外语教学与研究出版社.
葛炳芳.关于中学生英语学习动机、观念、策略关系的一项实证研究.《国外外语教学》,2006(1).
桂诗春.《应用语言学与中国的英语教学》.山东教育出版社,1988.
杜诗春.《心理语言学》.上海外语教育出版社,1997.
纪康丽.外语学习中元认知策略的培训.《外语界》,2002(3).
季佩英,贺梦依.大学英语师生听力策略研究.《外语界》,2004(5).
蒋祖康.学习策略与听力的关系.《外语教学与研究》,1994(1).
胡壮麟.《语篇的衔接与连贯》.上海外语教育出版社,1994.
刘润清.《外语教学中的科研方法》.外语教学与研究出版社,1999.
刘润清.《外语教学科研中的统计方法》.外语教学与研究出版社,2000.
罗少茜.《英语课堂教学形成性评估》.外语教学与研究出版社,2003.
潘黎萍.元认知策略在二语课堂阅读中的可教性实验研究.《外语教学》,2006(1).
王笃勒.《英语教学策略论》.外语教学与研究出版社,2002.
文秋芳.英语学习成功与不成功者在学习方法上的差异.《外语教学与研究》,1995(3).
文秋芳.《英语学习策略论》.上海外语教育出版社,1996.
文秋芳.传统和非传统学习方法与英语成绩的关系.《现代外语》,1996 (1).
文秋芳.英语学习者动机、观念、策略的变化规律与特点.《外语研究》,2001(2).
吴丁娥.外语教学与外语习得中的“输入”及“情感障碍”.《外语与外语教学》,2000(6).
杨坚定.听力理解策略训练与教师的作用.《外语研究》,2003(3).
章柏成.英语学习策略个案研究.《中国外语》,2005(3).
王立非.第二语言学习策略研究:问题与对策.《国外外语教学》,2001(4).
杨小虎,张文鹏.元认知与中国大学生英语阅读理解相关研究.《外语教学与研究》,2002(3).
张国扬.《外语教育语言学》.广西教育出版社,1996.
朱纯.《外语教学心理学》.上海外语教育出版社,1994.