将元认知策略训练纳入高中英语词汇教学中
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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。
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.
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。
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.
引文
Atkinson, R. C.& Raugh, M R. 1975.An application of the mnemonic keyword method to the acquisition of a Russian vocabulary [J]. Journal of Experimental Psychology, (104).
Baker, L.& Brown, A.L. 1984. Metacognitive skills and reading [A]. In: P D Pearson ed. Handbook Of Reading Research [C] New York: Longman.
Brown, H. D.1982. Principles of language learning and teaching (2~(nd) edition) [M]. New Jersey: Prentice Hall.
Brown, A. L.1978. Knowing when, where, and how to remember: A problem of metacognition. In: R.Glaser (Ed.). Advances in Instructional Psychology (Vol.1). Hillsdale, NJ: Erlbaum, 137.
Chamot, A. U., Kupper L.1989,22(10). Learning strategies in foreign language Instruction [J]. Foreign language Annal.
Cohen, A.D. 1987.The use of verbal and imagery mnemonics in second language vocabulary learning [J ]. Studies in Second Language Acquisition.
Cohen, A. D.1998. Strategies in Learning and Using a Second Language [M]. Addison Wesley Longman Limited.
Cohen, A. D. 2000. Strategies in learning and using a second language[M] . Beijing: Foreign language teaching and research Press.
Cook, V.1993. Linguistics and Second Language Acquisition[M], London: Macmillan.
Ellis, N C, Beaton .A. 1993. Factors affecting learning of foreign language vocabulary :Imagery keyword mediators and phomological short term memory [J]. The Quarterly Journal of Experimental Psychology, 1993 , (46)
Flavell, J. H. 1979. Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry [J]. American Psychologist, 34(10)
Flavell, J. H. 1981. Cognitive monitoring. In: W P Dickson ed. Children's Oral Communication Skill. New York: Academic Press.
Flavell, J. H. 1985. Cognitive Development. (2~(nd) Ed.). Englewood Cliffs, NJ: Prentice Hall.
Gu Yongqi, Johnson R. K. 1999. Vocabulary learning strategies and language learning outcomes Language Learning [J].
Holec,H.1981.Autonomy and Foreign Language Learning [M]. Pergamon Press.(23).
Holec, H.1987.The learner as manager: Managing learning or managing to learn? [A].Wenden & J Rubin. Learner Strategies in Language Learning [C].Prentice Hall International (UK)Ltd.
Kouraogo, P. 1993. Language learning strategies in input poor environments [J]. System, (21)
Laufer, B.1989.what percentage if Lexisid Essential for Comprehension. In Lauren, C. & Nordman, M. From human thinking to thinking machine. [C] Clevedon, UK: Multilingual.
McCarthy, M.1990.Vocabulary[M].Oxford: OUP.
Moore, J. C, Surber, J. R. 1992. Effects of context and keyword method on second language vocabulary acquisition [J]. Contemporary Educational Psychology, (17): 268 - 292.
O'Malley, J. M. & Chamot, A.V. 1990. Learning Strategies in Second Language Acquisition. London: Macmillan.
O'Malley, J. & A. Chamot. 1994. The CALLA Handbook: Implementing the cognitive academic language learning approach [M]. Addison-Wesley, Reading MA.
Oxford, R. L. 1990. Language Learning Strategies. What Every Teacher Should Know [M]. Boston. Newbury House.
Paivio, A.1991. Dual coding theory: retrospect and current status [J]. Vanadian Journal of Psychology, (45): 255 - 287.
Pressley, M., Levin, J. R, Delaney, H. D.1982. The mnemonic keyword method [J]. Review of Educational Research, (52): 61 - 69
Rubin, J. 1981.The study of cognitive processes in second language learning [J]. Applied Linguistics, (2)
Skehan, P. 1989. Individual difference in second language learning. London: Edward Arnold.
Sternberg, R J.1985. Beyond IQ [M]. Cambridge, England: Cambridge University Press.
Swanson, H. L.1990. Influence of metacognitive knowledge and aptitude on problem solving [J]. Journal of Education Psychology, 82(2).
Vann, R. & Abraham, R. 1990. Strategies of unsuccessful language learners. TESOL Quarterly, 24(2):177-198
Wallace, M. J. 1982. Teaching Vocabulary [A]. Heineman Educational Books [M]: London
Waring, B.2002, Principles and Practice in Vocabulary Instruction, http: //www.1 harenet. ne. jp/-waring/vocab/
Wen qiufang. 1993. Learner Variables to Learning Outcome. Unpublished doctoral dissertation. The University of Hong Kong.
Wenden, A. & Rubin, J. 1987. Learner Strategies in Language Learning[C]. Prentice Hall International (UK) Ltd.
陈桦、张益芳，2001(4)，中国儿童英语词汇记忆策略探索[J]，外语学刊。
陈琳、王蔷、程晓堂，2004，普通高中英语课程标准(实验)解读[M]，南京：江苏教育出版社。
陈英和，1996，认知发展心理学[M]，杭州：浙江人民出版社。
程素萍，1996，问题解决中的元认知研究综述[J]，教育理论与实践。
Diller，K．1989(2)，掌握一门外语需要多长时间---论外语教学中的词汇量问题[J]，国外外语教学。
董奇，1989(1)，论元认知，北京师范大学学报(社会科学版)。
董奇、周勇，1995(1)，关于学生学习自我监控的实验研究，北京师范大学学报(社会科学版)。
杜晓新，1992(2)，元认知在认知活动中的作用---兼论如何培养学生的元认知能力，上海师范大学学报。
方建移、邵瑞珍，1996(2)，中学生英语词汇记忆的策略训练研究[J]，应用心理学。
郭亨杰，2001，心理学[M]，上海：上海教育出版社。
弗拉维尔，2001．认知发展[M]，华东师范学出版社。
洪显利、刘电芝、冉瑞兵，2004(2)，外语词汇学习策略研究述评[J]，宁波大学学报(教育科学版)。
霍德华·加德纳(美)，1999，多元智能[M]，北京：新华出版社。
胡志海、梁宁建，1999，22(4)，学习不良学生元认知特点研究[J]，心理科学，第22卷第4期。
黄希庭，1997，心理学[M]，上海教育出版社。
刘范，1984(2)，儿童对时间顺序的认知发展的实证研究[J]，心理学报。
纪康丽，2002(3)，外语学习中元认知策略的培训[J]，外语界。
毛亚英，2005(2)，元认知策略培训对词汇学习的作用[J]，连云港师范高等专科学校学报。
马广蕙，1997(2)，高分组学生与低分组学生在学习策略上的差异研究[J]，外语界。
马文惠、文秋芳，1999(4)，大学生英语写作能力的影响因素研究[J]，外语教学与研究。
聂龙，2001(3)，进一步加强词汇教学[J]，外语界。
田文燕，2004(2)，英语词汇学习策略研究概述[J]，社科纵横。
王文宇，1998(1)，观念、策略与英语词汇记忆[J]，外语教学与研究。
王亚南，2004(1)，元认知的结构、功能与开发[J]，南京师大学报。
文秋芳，1996，英语学习策略论[M]，上海：上海外语教育出版社。
文秋芳，2002，英语学习成功之路[M]，上海：上海外语教育出版社。
文秋芳、乐眉山、丁言仁、王文字，2000．九五社科项目结项报告：英语学习者动机，观念，策略的变化规律与特点[R]。
吴本虎，2001，英语学习策略[M]，北京：人民教育出版社。
吴鸿业、郑敦淳，1984(2)，中学生记忆英语生词复习时间合理安排的实验研究．心理科学。
吴文亮，2004(3)，大学英语教学中元认知能力的培养[J]，柳州师专学报。
吴霞、王蔷，1998(1)，非英语专业本科学生词汇学习策略[J]，外语教学与研究。
阳志清、邓威，1996(6)，词汇教学对理工科学生阅读水平的影响[J]，外语教学与研究。
姚梅林、吴建民、庞辉，2000，23(6)，初中生英语词汇记忆策略的研究[J]，心理科学。
袁自聪，2006(6)，英语词汇教学中的元认知策略与培养[J]，滁州学院学报。
张颖秋，2005(6)，认知与大学英语词汇教学[J]，外语与外语教学。
普通高中英语课程标准(实验)2003[S]，中华人民共和国教育部。
朱智贤、林崇德，1986，思维发展心理学[M]，北京师范大学出版社。
张庆林，1995，当代认知心理学在教学中的应用[M]，重庆：西南师范大学出版社。
周雪，2004(3)，元认知——促进英语自主学习的原动力[J]，青海师范大学学报(哲学社会科学版)。
Baker, L.& Brown, A.L. 1984. Metacognitive skills and reading [A]. In: P D Pearson ed. Handbook Of Reading Research [C] New York: Longman.
Brown, H. D.1982. Principles of language learning and teaching (2~(nd) edition) [M]. New Jersey: Prentice Hall.
Brown, A. L.1978. Knowing when, where, and how to remember: A problem of metacognition. In: R.Glaser (Ed.). Advances in Instructional Psychology (Vol.1). Hillsdale, NJ: Erlbaum, 137.
Chamot, A. U., Kupper L.1989,22(10). Learning strategies in foreign language Instruction [J]. Foreign language Annal.
Cohen, A.D. 1987.The use of verbal and imagery mnemonics in second language vocabulary learning [J ]. Studies in Second Language Acquisition.
Cohen, A. D.1998. Strategies in Learning and Using a Second Language [M]. Addison Wesley Longman Limited.
Cohen, A. D. 2000. Strategies in learning and using a second language[M] . Beijing: Foreign language teaching and research Press.
Cook, V.1993. Linguistics and Second Language Acquisition[M], London: Macmillan.
Ellis, N C, Beaton .A. 1993. Factors affecting learning of foreign language vocabulary :Imagery keyword mediators and phomological short term memory [J]. The Quarterly Journal of Experimental Psychology, 1993 , (46)
Flavell, J. H. 1979. Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry [J]. American Psychologist, 34(10)
Flavell, J. H. 1981. Cognitive monitoring. In: W P Dickson ed. Children's Oral Communication Skill. New York: Academic Press.
Flavell, J. H. 1985. Cognitive Development. (2~(nd) Ed.). Englewood Cliffs, NJ: Prentice Hall.
Gu Yongqi, Johnson R. K. 1999. Vocabulary learning strategies and language learning outcomes Language Learning [J].
Holec,H.1981.Autonomy and Foreign Language Learning [M]. Pergamon Press.(23).
Holec, H.1987.The learner as manager: Managing learning or managing to learn? [A].Wenden & J Rubin. Learner Strategies in Language Learning [C].Prentice Hall International (UK)Ltd.
Kouraogo, P. 1993. Language learning strategies in input poor environments [J]. System, (21)
Laufer, B.1989.what percentage if Lexisid Essential for Comprehension. In Lauren, C. & Nordman, M. From human thinking to thinking machine. [C] Clevedon, UK: Multilingual.
McCarthy, M.1990.Vocabulary[M].Oxford: OUP.
Moore, J. C, Surber, J. R. 1992. Effects of context and keyword method on second language vocabulary acquisition [J]. Contemporary Educational Psychology, (17): 268 - 292.
O'Malley, J. M. & Chamot, A.V. 1990. Learning Strategies in Second Language Acquisition. London: Macmillan.
O'Malley, J. & A. Chamot. 1994. The CALLA Handbook: Implementing the cognitive academic language learning approach [M]. Addison-Wesley, Reading MA.
Oxford, R. L. 1990. Language Learning Strategies. What Every Teacher Should Know [M]. Boston. Newbury House.
Paivio, A.1991. Dual coding theory: retrospect and current status [J]. Vanadian Journal of Psychology, (45): 255 - 287.
Pressley, M., Levin, J. R, Delaney, H. D.1982. The mnemonic keyword method [J]. Review of Educational Research, (52): 61 - 69
Rubin, J. 1981.The study of cognitive processes in second language learning [J]. Applied Linguistics, (2)
Skehan, P. 1989. Individual difference in second language learning. London: Edward Arnold.
Sternberg, R J.1985. Beyond IQ [M]. Cambridge, England: Cambridge University Press.
Swanson, H. L.1990. Influence of metacognitive knowledge and aptitude on problem solving [J]. Journal of Education Psychology, 82(2).
Vann, R. & Abraham, R. 1990. Strategies of unsuccessful language learners. TESOL Quarterly, 24(2):177-198
Wallace, M. J. 1982. Teaching Vocabulary [A]. Heineman Educational Books [M]: London
Waring, B.2002, Principles and Practice in Vocabulary Instruction, http: //www.1 harenet. ne. jp/-waring/vocab/
Wen qiufang. 1993. Learner Variables to Learning Outcome. Unpublished doctoral dissertation. The University of Hong Kong.
Wenden, A. & Rubin, J. 1987. Learner Strategies in Language Learning[C]. Prentice Hall International (UK) Ltd.
陈桦、张益芳，2001(4)，中国儿童英语词汇记忆策略探索[J]，外语学刊。
陈琳、王蔷、程晓堂，2004，普通高中英语课程标准(实验)解读[M]，南京：江苏教育出版社。
陈英和，1996，认知发展心理学[M]，杭州：浙江人民出版社。
程素萍，1996，问题解决中的元认知研究综述[J]，教育理论与实践。
Diller，K．1989(2)，掌握一门外语需要多长时间---论外语教学中的词汇量问题[J]，国外外语教学。
董奇，1989(1)，论元认知，北京师范大学学报(社会科学版)。
董奇、周勇，1995(1)，关于学生学习自我监控的实验研究，北京师范大学学报(社会科学版)。
杜晓新，1992(2)，元认知在认知活动中的作用---兼论如何培养学生的元认知能力，上海师范大学学报。
方建移、邵瑞珍，1996(2)，中学生英语词汇记忆的策略训练研究[J]，应用心理学。
郭亨杰，2001，心理学[M]，上海：上海教育出版社。
弗拉维尔，2001．认知发展[M]，华东师范学出版社。
洪显利、刘电芝、冉瑞兵，2004(2)，外语词汇学习策略研究述评[J]，宁波大学学报(教育科学版)。
霍德华·加德纳(美)，1999，多元智能[M]，北京：新华出版社。
胡志海、梁宁建，1999，22(4)，学习不良学生元认知特点研究[J]，心理科学，第22卷第4期。
黄希庭，1997，心理学[M]，上海教育出版社。
刘范，1984(2)，儿童对时间顺序的认知发展的实证研究[J]，心理学报。
纪康丽，2002(3)，外语学习中元认知策略的培训[J]，外语界。
毛亚英，2005(2)，元认知策略培训对词汇学习的作用[J]，连云港师范高等专科学校学报。
马广蕙，1997(2)，高分组学生与低分组学生在学习策略上的差异研究[J]，外语界。
马文惠、文秋芳，1999(4)，大学生英语写作能力的影响因素研究[J]，外语教学与研究。
聂龙，2001(3)，进一步加强词汇教学[J]，外语界。
田文燕，2004(2)，英语词汇学习策略研究概述[J]，社科纵横。
王文宇，1998(1)，观念、策略与英语词汇记忆[J]，外语教学与研究。
王亚南，2004(1)，元认知的结构、功能与开发[J]，南京师大学报。
文秋芳，1996，英语学习策略论[M]，上海：上海外语教育出版社。
文秋芳，2002，英语学习成功之路[M]，上海：上海外语教育出版社。
文秋芳、乐眉山、丁言仁、王文字，2000．九五社科项目结项报告：英语学习者动机，观念，策略的变化规律与特点[R]。
吴本虎，2001，英语学习策略[M]，北京：人民教育出版社。
吴鸿业、郑敦淳，1984(2)，中学生记忆英语生词复习时间合理安排的实验研究．心理科学。
吴文亮，2004(3)，大学英语教学中元认知能力的培养[J]，柳州师专学报。
吴霞、王蔷，1998(1)，非英语专业本科学生词汇学习策略[J]，外语教学与研究。
阳志清、邓威，1996(6)，词汇教学对理工科学生阅读水平的影响[J]，外语教学与研究。
姚梅林、吴建民、庞辉，2000，23(6)，初中生英语词汇记忆策略的研究[J]，心理科学。
袁自聪，2006(6)，英语词汇教学中的元认知策略与培养[J]，滁州学院学报。
张颖秋，2005(6)，认知与大学英语词汇教学[J]，外语与外语教学。
普通高中英语课程标准(实验)2003[S]，中华人民共和国教育部。
朱智贤、林崇德，1986，思维发展心理学[M]，北京师范大学出版社。
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