词汇学习中的元认知策略研究
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摘要
关于学习的研究一直是国内外教育界探讨的重要领域之一。当代教育学和教育心理学领域的专家们一致认为：教育的根本目的在于使学生成为独立、自主、有效的学习者。教会学生如何学习，培养学生有效的学习策略，不仅有利于提高学习效果，减轻学习负担，而且能够提高教学质量。基于这一点，学习策略研究应运而生。
然而，我国英语学习策略的教学和研究工作仍然存在一些不足之处。一方面，中国的学生已经习惯于依赖课本和教师的指导进行学习，他们很难自觉得意识到自身在学习过程中的重要作用；另一方面，教师也没有充分认识到学生在教学过程中所扮演的重要角色。虽然学习策略的研究已经取得了一定的成绩，但是关于学习策略训练、尤其是词汇学习策略训练与学习效果之间的关系的研究在国内仍然是个空白。因此，提高学生在学习中的自主意识，并提供适当的学习策略、特别是词汇学习策略的训练是十分必要的。
本论文通过问卷调查了解了我国英语专业学生在学习英语词汇过程中所使用的学习策略。在此基础上进而对他们进行元认知策略的培训，并进行了词汇水平的测试。作者试图回答以下问题：
(1)在词汇学习过程中，我国英语专业学生的学习策略使用情况如何?
(2)对于我国英语专业学生来说，元认知策略训练对于词汇水平的提高是否有效?
本研究通过控制组和实验组进行对比研究。实验对象是由两个自然班随机组合而成，共60名英语专业的学生。研究分为两个阶段：第一阶段，两个组同时回答问卷，并收集整理；第二阶段，研究者对两组学生的词汇水平进行测试比较。之后，实验组的学生由教师指导进行为期四周的元认知策略训练。在策略训练结束之后，两组学生的词汇水平再一次被测试，从而判断策略训练的结果。
调查结果显示，我国英语专业的学生在学习英语词汇时使用了许多种学习策略。同时，对比实验测试结果表明，元认知策略训练对词汇学习很有帮助。实验组学生的词汇测试成绩提高明显高于控制组的学生。这表明学习策略训练是一种有效的提高词汇水平的方法。作者认为，高校英语教学中应大力推广学习策略训练，这不仅会给英语教学带来变革，而且学生和教师都将从中受益。
当然，
数较少，规模、范围较小;
本研究的局限所在。最后.
自身的局限一本研究仍有一些不足之处，如:授试人
未就词汇学习策略训练方法进行深入探究。这些都是
作者还就今后相关研究的研究方向及方法提出了几点
建议。
Learning has always been one of the hot issues under discussion in the pedagogical as well as the psychological fields. Recently, more and more scholars realize that the basic purpose of education is to teach the students to be independent, self-reliant and efficient learners. Consequently, learning strategies come into being.
However, English teaching practice in China is still far from satisfaction, and the researches done in this field still have their limitations. On the one hand, the students have long been accustomed to the traditional teaching style without being aware of the crucial role they play in their learning process. On the other hand, some teachers fail to recognize the dynamic part of their students in the teaching process. Although a lot have been achieved in the study of learning strategies, there are still few researches concerning the relationship between the learning strategies training and the learning outcome, especially between the learning strategies training for vocabulary learning and the learning outcome, which should be one of the most important aspects in foreign language learning. Therefore, there is a great need to conduct a study to seek for an answer to this question.
The present study is intended to make an investigation on the vocabulary learning strategies that the Chinese English majors use through a questionnaire, and also on the metacognitive strategies training process for vocabulary learning. It aims at answering the following questions:
(1) What are the vocabulary learning strategies used by the Chinese English majors during their English vocabulary learning?
(2) Is the metacognitive strategy training for vocabulary learning effective
for the Chinese English majors?
The subjects of this study are 60 Chinese students majored in English from 2 classes divided at random. The whole research process includes two stages: in the first stage, the subjects are asked to answer the questionnaires; in the second stage, to be sure of the homogeneity in the two groups during the experiment, the vocabulary test scores in the previous final exam are used. After the four weeks' metacognitive strategies training process, a multiple-choice part from a simulative test for English Majors Band4 Exam is used as the measurement of the training outcome.
The results of the questionnaires show that the Chinese English majors do use various kinds of learning strategies in then: English vocabulary learning. Moreover, the metacognitive strategies training for vocabulary learning proves to be effective in the process of vocabulary learning. The progress of the students in the experimental group is much greater than those in the control group, which indicates that the metacognitive training for vocabulary learning of the Chinese English majors is necessary and effective. The research shows that this kind of training should be widely recognized, and it would be effective in the process of English teaching and learning if adopted.
The limitations of this study are pointed out, while some suggestions are made for the future study in the last part of this thesis.
然而，我国英语学习策略的教学和研究工作仍然存在一些不足之处。一方面，中国的学生已经习惯于依赖课本和教师的指导进行学习，他们很难自觉得意识到自身在学习过程中的重要作用；另一方面，教师也没有充分认识到学生在教学过程中所扮演的重要角色。虽然学习策略的研究已经取得了一定的成绩，但是关于学习策略训练、尤其是词汇学习策略训练与学习效果之间的关系的研究在国内仍然是个空白。因此，提高学生在学习中的自主意识，并提供适当的学习策略、特别是词汇学习策略的训练是十分必要的。
本论文通过问卷调查了解了我国英语专业学生在学习英语词汇过程中所使用的学习策略。在此基础上进而对他们进行元认知策略的培训，并进行了词汇水平的测试。作者试图回答以下问题：
(1)在词汇学习过程中，我国英语专业学生的学习策略使用情况如何?
(2)对于我国英语专业学生来说，元认知策略训练对于词汇水平的提高是否有效?
本研究通过控制组和实验组进行对比研究。实验对象是由两个自然班随机组合而成，共60名英语专业的学生。研究分为两个阶段：第一阶段，两个组同时回答问卷，并收集整理；第二阶段，研究者对两组学生的词汇水平进行测试比较。之后，实验组的学生由教师指导进行为期四周的元认知策略训练。在策略训练结束之后，两组学生的词汇水平再一次被测试，从而判断策略训练的结果。
调查结果显示，我国英语专业的学生在学习英语词汇时使用了许多种学习策略。同时，对比实验测试结果表明，元认知策略训练对词汇学习很有帮助。实验组学生的词汇测试成绩提高明显高于控制组的学生。这表明学习策略训练是一种有效的提高词汇水平的方法。作者认为，高校英语教学中应大力推广学习策略训练，这不仅会给英语教学带来变革，而且学生和教师都将从中受益。
当然，
数较少，规模、范围较小;
本研究的局限所在。最后.
自身的局限一本研究仍有一些不足之处，如:授试人
未就词汇学习策略训练方法进行深入探究。这些都是
作者还就今后相关研究的研究方向及方法提出了几点
建议。
Learning has always been one of the hot issues under discussion in the pedagogical as well as the psychological fields. Recently, more and more scholars realize that the basic purpose of education is to teach the students to be independent, self-reliant and efficient learners. Consequently, learning strategies come into being.
However, English teaching practice in China is still far from satisfaction, and the researches done in this field still have their limitations. On the one hand, the students have long been accustomed to the traditional teaching style without being aware of the crucial role they play in their learning process. On the other hand, some teachers fail to recognize the dynamic part of their students in the teaching process. Although a lot have been achieved in the study of learning strategies, there are still few researches concerning the relationship between the learning strategies training and the learning outcome, especially between the learning strategies training for vocabulary learning and the learning outcome, which should be one of the most important aspects in foreign language learning. Therefore, there is a great need to conduct a study to seek for an answer to this question.
The present study is intended to make an investigation on the vocabulary learning strategies that the Chinese English majors use through a questionnaire, and also on the metacognitive strategies training process for vocabulary learning. It aims at answering the following questions:
(1) What are the vocabulary learning strategies used by the Chinese English majors during their English vocabulary learning?
(2) Is the metacognitive strategy training for vocabulary learning effective
for the Chinese English majors?
The subjects of this study are 60 Chinese students majored in English from 2 classes divided at random. The whole research process includes two stages: in the first stage, the subjects are asked to answer the questionnaires; in the second stage, to be sure of the homogeneity in the two groups during the experiment, the vocabulary test scores in the previous final exam are used. After the four weeks' metacognitive strategies training process, a multiple-choice part from a simulative test for English Majors Band4 Exam is used as the measurement of the training outcome.
The results of the questionnaires show that the Chinese English majors do use various kinds of learning strategies in then: English vocabulary learning. Moreover, the metacognitive strategies training for vocabulary learning proves to be effective in the process of vocabulary learning. The progress of the students in the experimental group is much greater than those in the control group, which indicates that the metacognitive training for vocabulary learning of the Chinese English majors is necessary and effective. The research shows that this kind of training should be widely recognized, and it would be effective in the process of English teaching and learning if adopted.
The limitations of this study are pointed out, while some suggestions are made for the future study in the last part of this thesis.
引文
Altman, R. (1997). Oral production of vocabulary: A case study. In J. Coady, & T.Huckin, Second language vocabulary acquisi6ion. (pp. 69-97). Cambridge: Cambridge University Press.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Education Resources Information Center.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Brown, H. D. (1994). Principles of language learning and teaching. 3rd ed. Englewood CLiffs: Prentice Hall.
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., & O'Malley, J. M. (2001). Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Coady, James, & Huckin, Thomas. (2001). Second Lan.guage Vocabulary Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Cohen, Andrew D. (2000). Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
Cohen, A. D., Weaver, S. F., & Li, 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.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence. Hillsdale, N J: Erlbaum.
Hulstijn, J. (1997). Mnemonic methods in foreign language vocabulary learning: Theoretical considerations and pedagogical implications. In J. Coady, & T. Huckin, Second Language Vocabulary Acquisition (pp. 203-224). Cambridge: Cambridge University Press.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1990a). Language learning strategies: What every teacher should know. New York: Newbury House.
Parry, K. (1997). Vocabulary and comprehension: Two portraits. In J. Coady, & T. Huckin. Second language vocabulary acquisition (pp. 55-68). Cambridge: Cambridge University Press.
Rubin, J., & Thompson, I. (1994). How to be a more successful language learner, 2nd ed. Boston: Heinle & Heinle.
程晓堂，郑敏，2002，《英语学习策略》，北京：外语教学与研究出版社。
刘津开， 2001，《外语学习策略：优差学生英语猜词策略研究》，天津：天津大学出版社。
刘润清，胡壮麟，2000，《外语教学科研中的统计方法》，北京：外语教学与研究出版社。
文秋芳，2001，《应用语言学研究方法与论文写作》，北京：外语教学与研究出版社。
文秋芳，2003，《英语学习策略实证研究》，西安：陕西师范大学出版社。
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., Pharis, B.G. & Liberto, J.C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-678.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
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.
Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. Modern Language Journal, 73, 135-149.
Oxford, R., Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990b). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22, 197-216.
Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of learning. Elementary School Journal, 88, 151-65.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9, 41-51.
Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second language. The Modern Language Journal, 79, 15-28.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied
Linguistics, 19, 515-37.
陈桦，张益芳，2001，中国儿童词汇记忆策略探究。《外语学刊》，第4期，100-106页。
陈辉，2001，非英语专业的中国学生学习英语词汇的策略。《外语教学》，第6期，46-51页。
范琳，王庆华，2002，英语词汇学习中的分类组织策略实证研究。《外语教学与研究》，第3期，209-212页。
华维芬，2002，外语学习者策略训练邹议。《外语界》，第3期，2-7页。
黄小萍，2003，英语词汇学习方法实验研究。《国外外语教学》，第1期，35-39页。
胡志海，2002，元认知在学习策略训练中的作用述评。《渝州大学学报》，第2期，87-90页。
姜英杰，李广，2002，学习策略训练模式研究。《现代教育科学》，第6期，22-24页。
沙红芳，2002，大学英语词汇学习策略。《武汉工业学院学报》，第2期，75-76页。
苏远连，张耀冰，2003，西方外语学习策略训练研究综述。《国外外语教学》，第3期，43-48页。
王奇民，2001，外语教学中的学习策略训练及教师的角色转换。《外语教学》，第2期，66-68页。
王守元，2000，语言学习策略训练邹议。《山东师大外国语学院学报》，第1期，7-10页。
吴霞，王蔷，1998，非英语专业本科学生词汇学习策略。《外语教学与研究》，第1期，53-57页。
姚梅林，2000，当前外语词汇学习策略的教学研究趋势。《北京师范大学学报》，第5期，123-129页。
张萍，2001，硕士研究生基础英语和专业英语词汇学习策略研究。《外语教学与研究》，第6期，442-449页。
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Education Resources Information Center.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Brown, H. D. (1994). Principles of language learning and teaching. 3rd ed. Englewood CLiffs: Prentice Hall.
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., & O'Malley, J. M. (2001). Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Coady, James, & Huckin, Thomas. (2001). Second Lan.guage Vocabulary Acquisition. Shanghai: Shanghai Foreign Language Education Press.
Cohen, Andrew D. (2000). Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
Cohen, A. D., Weaver, S. F., & Li, 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.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence. Hillsdale, N J: Erlbaum.
Hulstijn, J. (1997). Mnemonic methods in foreign language vocabulary learning: Theoretical considerations and pedagogical implications. In J. Coady, & T. Huckin, Second Language Vocabulary Acquisition (pp. 203-224). Cambridge: Cambridge University Press.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1990a). Language learning strategies: What every teacher should know. New York: Newbury House.
Parry, K. (1997). Vocabulary and comprehension: Two portraits. In J. Coady, & T. Huckin. Second language vocabulary acquisition (pp. 55-68). Cambridge: Cambridge University Press.
Rubin, J., & Thompson, I. (1994). How to be a more successful language learner, 2nd ed. Boston: Heinle & Heinle.
程晓堂，郑敏，2002，《英语学习策略》，北京：外语教学与研究出版社。
刘津开， 2001，《外语学习策略：优差学生英语猜词策略研究》，天津：天津大学出版社。
刘润清，胡壮麟，2000，《外语教学科研中的统计方法》，北京：外语教学与研究出版社。
文秋芳，2001，《应用语言学研究方法与论文写作》，北京：外语教学与研究出版社。
文秋芳，2003，《英语学习策略实证研究》，西安：陕西师范大学出版社。
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., Pharis, B.G. & Liberto, J.C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-678.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
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.
Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. Modern Language Journal, 73, 135-149.
Oxford, R., Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990b). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22, 197-216.
Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of learning. Elementary School Journal, 88, 151-65.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9, 41-51.
Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second language. The Modern Language Journal, 79, 15-28.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied
Linguistics, 19, 515-37.
陈桦，张益芳，2001，中国儿童词汇记忆策略探究。《外语学刊》，第4期，100-106页。
陈辉，2001，非英语专业的中国学生学习英语词汇的策略。《外语教学》，第6期，46-51页。
范琳，王庆华，2002，英语词汇学习中的分类组织策略实证研究。《外语教学与研究》，第3期，209-212页。
华维芬，2002，外语学习者策略训练邹议。《外语界》，第3期，2-7页。
黄小萍，2003，英语词汇学习方法实验研究。《国外外语教学》，第1期，35-39页。
胡志海，2002，元认知在学习策略训练中的作用述评。《渝州大学学报》，第2期，87-90页。
姜英杰，李广，2002，学习策略训练模式研究。《现代教育科学》，第6期，22-24页。
沙红芳，2002，大学英语词汇学习策略。《武汉工业学院学报》，第2期，75-76页。
苏远连，张耀冰，2003，西方外语学习策略训练研究综述。《国外外语教学》，第3期，43-48页。
王奇民，2001，外语教学中的学习策略训练及教师的角色转换。《外语教学》，第2期，66-68页。
王守元，2000，语言学习策略训练邹议。《山东师大外国语学院学报》，第1期，7-10页。
吴霞，王蔷，1998，非英语专业本科学生词汇学习策略。《外语教学与研究》，第1期，53-57页。
姚梅林，2000，当前外语词汇学习策略的教学研究趋势。《北京师范大学学报》，第5期，123-129页。
张萍，2001，硕士研究生基础英语和专业英语词汇学习策略研究。《外语教学与研究》，第6期，442-449页。