元认知策略对英语口语不成功者的影响
|
摘要
在过去的三十年中,学习策略引起了语言学界越来越多的关注,并在第二语言学习、教学领域展开了广泛的研究,学习策略是影响学习结果的决定性因素之一的观点得到了许多语言学家的赞同。二语习得领域所进行的大量研究逐步证实策略培训在听、说、读、写以及词汇学习等方面都能起到积极的作用。然而策略培训,特别是元认知培训的实施在中国还远未普及,同时,部分教师对策略培训的必要性和可行性仍存有疑虑。
元认知策略是通过集中注意力,制定计划,做安排和自我评价的方式来提高学习能力的一种学习策略,一种自我管理策略。这种自我管理策略对学习成绩的提高和自主学习的培养起到非常重要的作用.元认知策略作为一种学习策略,在过去的二十年里,得到了国内外学者越来越广泛的研究,但与其它学习策略相比,它仍然处于较低水平,尤其是在口语培训方面。
本文试图通过调查与实验,获得元认知英语口语策略培训方面的实证数据,了解元认知策略培训的有效性。实验以Oxford的元认知策略理论为指导,综合Oxford和Weaver & Cohen的培训策略,以西安翻译学院英语专业二年级A,B两个班95名学生为对象进行实验。通过测验选出A班(对比班)20名口语不成功者作为参考对象,B班(实验班)22名口语不成功者作为实验对象,并对实验班进行了为期一个学期的元认知培训。实验以问卷调查,学习日记和测验作为研究工具,并运用SPSS统计软件对数据进行统计。
实验班自身以及实验班和对比班在实验前后测验结果的定量对比分析和定性分析结果的变化表明:培训能明显提高元认知策略的使用,培训后学习不成功者的口语成绩明显提高。
最后,文章讨论了元认知策略培训在英语教学中的应用及其局限性,并提出了一些建议。
Learning strategies have aroused growing interests and evoked extensive studies in the field of second language learning and teaching over the past three decades. The point of view that learning strategy is one of the decisive factors in language learning has been approved by many linguists. The large number of studies in the field of second language learning gradually proved that strategy training played an very positive role in listening, speaking, reading, writing and even vocabulary memorizing. However, the necessity and feasibility of strategy training remains a controversial issue among English teachers, and the practice of strategy training, especially metacognitive strategy training, is far from common in college English teaching in China.
Metacognitive strategy is a learning strategy, or a self-regulation strategy to improve learning capacity by means of paying attention, making plans, arranging and evaluating. Such self-regulation strategy plays a vital role in developing learner’s autonomy, and their training is now generally believed to be an effective way to improve strategy use and language proficiency. The research on metacognitive strategies has been increasing over the past 20 years. However, the research on it, especially on spoken English training is still in an embryonic stage compared with the research on other learning strategies.
This paper sets out to obtain some evidence in this aspect by means of research and experiment with the expectation to investigate the effectiveness of metacognitive strategy training in spoken English.
Based on the definition and classification of Oxford’s metacognitive strategy, the researcher made an experiment among 95 second-year students majored in English from two classes (class A and class B) in Xi’an Fanyi University by applying a training model from the integration of Oxford’s Eight-Step Model with Weaver & Cohen’s Strategies-Based Instruction. By the first spoken English test, 20 less successful students in class A, the contrast class, is chosen as the contrast group, and 22 less successful students in class B, the treatment class, is chosen as the treatment group. And then metacognitive strategy training is conducted to the treatment class for a whole semester with questionnaire, self-evaluation data sheet, learning diary and tests as the research tools, and SPSS software as statistic tools.
Finally, some specific pedagogical implications for metacognitive strategy training are discussed, and corresponding limitations and suggestions are included in order to improve English learning.
The comparison results and changes of the quantitative data and the qualitative data of the treatment group itself and the treatment group to the contrast group before and after training indicate that the training can greatly enhance metacognitive strategy use frequency and the oral English proficiency of the less successful learners is evidently improved.
元认知策略是通过集中注意力,制定计划,做安排和自我评价的方式来提高学习能力的一种学习策略,一种自我管理策略。这种自我管理策略对学习成绩的提高和自主学习的培养起到非常重要的作用.元认知策略作为一种学习策略,在过去的二十年里,得到了国内外学者越来越广泛的研究,但与其它学习策略相比,它仍然处于较低水平,尤其是在口语培训方面。
本文试图通过调查与实验,获得元认知英语口语策略培训方面的实证数据,了解元认知策略培训的有效性。实验以Oxford的元认知策略理论为指导,综合Oxford和Weaver & Cohen的培训策略,以西安翻译学院英语专业二年级A,B两个班95名学生为对象进行实验。通过测验选出A班(对比班)20名口语不成功者作为参考对象,B班(实验班)22名口语不成功者作为实验对象,并对实验班进行了为期一个学期的元认知培训。实验以问卷调查,学习日记和测验作为研究工具,并运用SPSS统计软件对数据进行统计。
实验班自身以及实验班和对比班在实验前后测验结果的定量对比分析和定性分析结果的变化表明:培训能明显提高元认知策略的使用,培训后学习不成功者的口语成绩明显提高。
最后,文章讨论了元认知策略培训在英语教学中的应用及其局限性,并提出了一些建议。
Learning strategies have aroused growing interests and evoked extensive studies in the field of second language learning and teaching over the past three decades. The point of view that learning strategy is one of the decisive factors in language learning has been approved by many linguists. The large number of studies in the field of second language learning gradually proved that strategy training played an very positive role in listening, speaking, reading, writing and even vocabulary memorizing. However, the necessity and feasibility of strategy training remains a controversial issue among English teachers, and the practice of strategy training, especially metacognitive strategy training, is far from common in college English teaching in China.
Metacognitive strategy is a learning strategy, or a self-regulation strategy to improve learning capacity by means of paying attention, making plans, arranging and evaluating. Such self-regulation strategy plays a vital role in developing learner’s autonomy, and their training is now generally believed to be an effective way to improve strategy use and language proficiency. The research on metacognitive strategies has been increasing over the past 20 years. However, the research on it, especially on spoken English training is still in an embryonic stage compared with the research on other learning strategies.
This paper sets out to obtain some evidence in this aspect by means of research and experiment with the expectation to investigate the effectiveness of metacognitive strategy training in spoken English.
Based on the definition and classification of Oxford’s metacognitive strategy, the researcher made an experiment among 95 second-year students majored in English from two classes (class A and class B) in Xi’an Fanyi University by applying a training model from the integration of Oxford’s Eight-Step Model with Weaver & Cohen’s Strategies-Based Instruction. By the first spoken English test, 20 less successful students in class A, the contrast class, is chosen as the contrast group, and 22 less successful students in class B, the treatment class, is chosen as the treatment group. And then metacognitive strategy training is conducted to the treatment class for a whole semester with questionnaire, self-evaluation data sheet, learning diary and tests as the research tools, and SPSS software as statistic tools.
Finally, some specific pedagogical implications for metacognitive strategy training are discussed, and corresponding limitations and suggestions are included in order to improve English learning.
The comparison results and changes of the quantitative data and the qualitative data of the treatment group itself and the treatment group to the contrast group before and after training indicate that the training can greatly enhance metacognitive strategy use frequency and the oral English proficiency of the less successful learners is evidently improved.
引文
[1]. Anderson, J.R. The Architecture of Cognition. Cambridge, Mass: Harvard University Press. 1983.
[2]. Bacon, S. The relationship between Gender, Comprehension, Processing Strategies, and Cognitive and Affective Response in Second- Language Listening. Modern Language Journal. 1992. 76: 160-78.
[3]. Bialystok, E. A theoretical model of second language learning. Language Learning. 1978. 28 (1): 69-83.
[4]. Brown, A. L. & Palincsar, A.S. Inducing Strategic Learning from Texts by Means of Informed Self-control Training. Topics in Learning and Learning Disabilities.1982. 2: 1-17.
[5]. Brown, A. L., Branford, J. D., Ferrara, R. A., et al. Learning, Remembering, and Understanding. In Flavell, J. H. and Marksman, M. (Eds.), Carmichael’s Manual of Child Psychology. New York, Wiley, 1983. 3:77-106
[6]. Brown, A.L., Ambusher, B. B. & Baker, L. The Role of Metacognition in Reading and Studying. In Oarsman, J. (ed.) Reading Comprehension: From Research to Practice. Hillsdale, N.J.: Erlbaum, 1986, 49-75
[7]. Brown, A. L. Metacognition ,Executive Control, Self-Regulation, and other more Mysterious Mechanisms. In F. E. Weiner& R. H. Kluges (Eds.), Metacognition, Motivation and Understanding. Hillside, New Jersey: Lawrence Erlbaum Associates, 1987. 65-116
[8]. Carrel, P. L,et al. Metacognitive Strategy Training for ESL Reading. TESOL Quarterly, 1989, 1: 297-317
[9]. Chamot, A.U. The Learning Strategies of ESL Students. Englewood Cliffs, N.J.: Prentice Hall. 1987.
[10].Chamot, A.U. & O’Malley, A. J. The CALL Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison- Wesley
[11].Cohen, A.D. Language Learning: Insights for Learners, Teachers, and Researchers. Harper & Row, New York: Newbury House. 1990.
[12].Cohen, A.D. Strategies in Learning and Using a Second Language. London: Longman. 1998.
[13].Dickinson, L. Self-Instruction in Language Learning. Cambridge University Press.1987.
[14].Dreyer, C. & Oxford, R. L. Learning Strategies and Other Predicators of ESL Proficiency Among African Speakers in South African. In Oxford, R.L.(ed.) Language Learning Strategies Around the World : Cross-cultural Perspectives. 1996.
[15].Ellis, R. The Study of Second Language Acquisition. Oxford University Press. 1994.
[16].Ellis, R. The Study of Second Language Acquisition [M].Shanghai: Shanghai Foreign Language Education Press, 1999.
[17].Graham, S., Harris, K.R. & Sawyer, R. Composition Instruction with Learning Disabled Students: Self-instructional Strategy Training. Focus on Exceptional Children. 1987. 20(4): 1-11
[18].Green, J.M. & Oxford, R.L. A Closer Look at Learning Strategies, L2 Proficiency and Gender. 1995. 29 (2): 261-97.
[19].Hosenfeld, C., Aronold, V., Kirchofer, J. et al. Second Language Reading; A Curricular Sequence for Teaching Reading Strategies. 1981. 14(5): 415-22.
[20].Jones, B.F. Palincsar, A. S., Ogle, D.S. & Carr, E. G. Strategic Teaching and Learning: Cognitive Instruction in the Content Area. Alexandria, Va.: Association for Supervision and Curriculum Development. 1987.
[21].MacIntyre, P. Toward a Social Psychological Model of Strategy Use. Foreign Language Annals. 1994. 27: 185-195.
[22].Nunan, D. Learner Strategy Training in the Language Classroom: An Empirical Investigation. RELC Journal. 1996, 28(2): 35-41.
[23].O’Malley, J.M., Chamot, A.U., Stewener-Manzanares, G. et al. Learning Strategies Used by Beginning and Intermediate ESL Students. 1985. 35: 21-46.
[24].O’Malley, J. M. & Chamot, A.U. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. 1990.
[26].Oxford, R.L. Development of the Strategy Inventory of Language Learning. Manuscript. Washington D.C. Center for Applied Linguistics. 1986.
[27].Oxford, R. L. Use of Language Learning Strategies: A Synthesis of Studies with Implications for TEACHER Training System. 1989. 17:235-247.
[28].Oxford, R. L. Language learning strategies: what every teacher should know. NY: Newbury Hoarse/ Harder Collins, 1990.
[29].Oxford, R. L., Crookall, D. et al. Strategy Training for Language Learners: Six Situational Case Studies and a Training Model. Foreign Language Annals. 1990.22: 197-216.
[30].Patton, M.Q., Qualitative evaluation and research methods, Newbury Park, California. 1990.
[31].Palincsar, A. S. & Brown A. L. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction. 1984, 1: 117-75
[32].Park, G. P. Language Learning Strategies and English Proficiency in Korean University Students. 1997. 30(2): 211-21.
[33].Pearson, P.D. & Dole, J. A. Explicit Comprehension Instruction: A Review of Research and A New Conceptualization of Learning. Elementary School Journal. 1987. 88:151-165.
[35].Rubin, J. What the“Good Language Learner”Can Teach Us. 1975. 9(1): 41-51.
[36].Rubin, J. Learner Strategies: Theoretical Assumption, Research History and Typology. In Wenden, A. & Rubin, J. (eds.) Learners in Language Learning. Englewood Cliffs, N.J.: Prentice hall. 1987.
[37].Stern, H. What Can We Learn from Language Learner? Canadian Modern Language Review, 1975, 31(3): 304-318
[38].Tarone, E & Yule, G. Focus on the Language Learner. Oxford University Press. 1989.
[39].Vandergrift, L. The Comprehension Strategies of Second Language Listeners: A Descriptive Study. Foreign Language Annuals, 1997, 30(3): 387-409
[40].Weaver, S.J. & Cohen, A. D. Strategies-Based Instruction: A Teacher-Training Manual. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota MN. 1997.
[41].Weinstein, C.E. & Underwood, V.L. Learning Strategies: The How of Learning. In Segal, J., Chapman, S. & Glaser, R. (eds.) Relating Instruction to Research. Hillsdale, N. J.: Erlbaum. 1985.
[42].Weinstein, C.E., & Mayer, R.E. The Teaching of Learning Strategies. In Wittrock, M. C. (ed.) Handbook of Research on Teaching. New York: Macmillan. 1986.
[43].Wenden, A. Literature Review: The Process of Intervention. Language Learning. 1983. 33: 103-21
[44].Wenden, A. Incorporation Learner Training in the Classroom. In Wenden, A. & Rubin, J. (eds.) Learner Strategies in Language Learning. 1987. 159-68
[45].Wenden, A. An Introduction to Metacognitive Knowledge and Beliefs in Language Learning: Beyond the Basics. System, 27: 435-41
[46].Wenden, A. Learner Strategies for Learner Autonomy. Englewood Cliffs, N.J.: Linguistics, 1991. 19(4): 515-37.
[47].Yang, N. D. The Relationship between EFL Learners’Beliefs and Learning Strategy Use System. 1999. 27(4): 515-35
[48].丰玉芳,英语专业高低年级学生词汇学习策略比较研究,《外语界》,2003,2: 66-72。
[49].韩宝成,《外语教学科研中的统计方法》,北京:外语教学与研究出版, 2000
[50].纪康丽,外语学习中的元认知策略的培训,《外语界》,2002, 3:20-26。
[51].李炯英,中国学生二语学习策略的观念与运用,《外语教学》,2002,1:42-48。
[52].刘彗君,元认知策略与英语阅读的关系,《外语与外语教学》,2004,12:24-26。
[53].吕长弘,听力理解学习策略训练,《外语教学》,2001,3:116-23。
[54].苏远连,论听力理解学习策略的可教性,《现代外语》,2003,1:48-56。
[55].王笃勤,大学英语自主学习能力的培养,《外语界》,2002,5:17-23。
[56].王笃勤,大学英语自主学习能力的培养.外语界,2002, (5): 17-23
[57].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, 4:5-13。
[58].文秋芳,《英语学习策略论》,上海:上海外语教育出版社。1996a
[59].文秋芳、王海啸,大学生英语学习观念与策略的分析,《解放军外语学院学1996a,4:61-75
[60].文秋芳,大学生英语学习策略变化的趋势及其特点,《外语与外语教学》,1996b, 4: 43-46
[61].文秋芳、王海啸,学习者因素与大学英语四级考试的关系,《外语教学与山大学硕士学位论文研究》,1996b, 4:33-39。
[62].文秋芳,英语口语测试与教学,上海:上海外语教育出版社,1999. 176
[63].文秋芳,《英语学习策略理论研究》,西安:陕西师范大学出版社, 2004
[64].杨坚定,听力教学中的元认知策略培训,《外语教学》,2003,4:65-68。
[65].张彦君,通过学习者训练培养学习者自主性的实验,《外语界》,2004, 1:54-61。
[66].郑敏,对语言学习策略分类框架的质疑,《外语与外语教学》,2000, 12:33-35。
[67].周英,在听力教学中运用元认知策略,《外语电化教学》,2001, 79(1):40-42
[2]. Bacon, S. The relationship between Gender, Comprehension, Processing Strategies, and Cognitive and Affective Response in Second- Language Listening. Modern Language Journal. 1992. 76: 160-78.
[3]. Bialystok, E. A theoretical model of second language learning. Language Learning. 1978. 28 (1): 69-83.
[4]. Brown, A. L. & Palincsar, A.S. Inducing Strategic Learning from Texts by Means of Informed Self-control Training. Topics in Learning and Learning Disabilities.1982. 2: 1-17.
[5]. Brown, A. L., Branford, J. D., Ferrara, R. A., et al. Learning, Remembering, and Understanding. In Flavell, J. H. and Marksman, M. (Eds.), Carmichael’s Manual of Child Psychology. New York, Wiley, 1983. 3:77-106
[6]. Brown, A.L., Ambusher, B. B. & Baker, L. The Role of Metacognition in Reading and Studying. In Oarsman, J. (ed.) Reading Comprehension: From Research to Practice. Hillsdale, N.J.: Erlbaum, 1986, 49-75
[7]. Brown, A. L. Metacognition ,Executive Control, Self-Regulation, and other more Mysterious Mechanisms. In F. E. Weiner& R. H. Kluges (Eds.), Metacognition, Motivation and Understanding. Hillside, New Jersey: Lawrence Erlbaum Associates, 1987. 65-116
[8]. Carrel, P. L,et al. Metacognitive Strategy Training for ESL Reading. TESOL Quarterly, 1989, 1: 297-317
[9]. Chamot, A.U. The Learning Strategies of ESL Students. Englewood Cliffs, N.J.: Prentice Hall. 1987.
[10].Chamot, A.U. & O’Malley, A. J. The CALL Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison- Wesley
[11].Cohen, A.D. Language Learning: Insights for Learners, Teachers, and Researchers. Harper & Row, New York: Newbury House. 1990.
[12].Cohen, A.D. Strategies in Learning and Using a Second Language. London: Longman. 1998.
[13].Dickinson, L. Self-Instruction in Language Learning. Cambridge University Press.1987.
[14].Dreyer, C. & Oxford, R. L. Learning Strategies and Other Predicators of ESL Proficiency Among African Speakers in South African. In Oxford, R.L.(ed.) Language Learning Strategies Around the World : Cross-cultural Perspectives. 1996.
[15].Ellis, R. The Study of Second Language Acquisition. Oxford University Press. 1994.
[16].Ellis, R. The Study of Second Language Acquisition [M].Shanghai: Shanghai Foreign Language Education Press, 1999.
[17].Graham, S., Harris, K.R. & Sawyer, R. Composition Instruction with Learning Disabled Students: Self-instructional Strategy Training. Focus on Exceptional Children. 1987. 20(4): 1-11
[18].Green, J.M. & Oxford, R.L. A Closer Look at Learning Strategies, L2 Proficiency and Gender. 1995. 29 (2): 261-97.
[19].Hosenfeld, C., Aronold, V., Kirchofer, J. et al. Second Language Reading; A Curricular Sequence for Teaching Reading Strategies. 1981. 14(5): 415-22.
[20].Jones, B.F. Palincsar, A. S., Ogle, D.S. & Carr, E. G. Strategic Teaching and Learning: Cognitive Instruction in the Content Area. Alexandria, Va.: Association for Supervision and Curriculum Development. 1987.
[21].MacIntyre, P. Toward a Social Psychological Model of Strategy Use. Foreign Language Annals. 1994. 27: 185-195.
[22].Nunan, D. Learner Strategy Training in the Language Classroom: An Empirical Investigation. RELC Journal. 1996, 28(2): 35-41.
[23].O’Malley, J.M., Chamot, A.U., Stewener-Manzanares, G. et al. Learning Strategies Used by Beginning and Intermediate ESL Students. 1985. 35: 21-46.
[24].O’Malley, J. M. & Chamot, A.U. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. 1990.
[26].Oxford, R.L. Development of the Strategy Inventory of Language Learning. Manuscript. Washington D.C. Center for Applied Linguistics. 1986.
[27].Oxford, R. L. Use of Language Learning Strategies: A Synthesis of Studies with Implications for TEACHER Training System. 1989. 17:235-247.
[28].Oxford, R. L. Language learning strategies: what every teacher should know. NY: Newbury Hoarse/ Harder Collins, 1990.
[29].Oxford, R. L., Crookall, D. et al. Strategy Training for Language Learners: Six Situational Case Studies and a Training Model. Foreign Language Annals. 1990.22: 197-216.
[30].Patton, M.Q., Qualitative evaluation and research methods, Newbury Park, California. 1990.
[31].Palincsar, A. S. & Brown A. L. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction. 1984, 1: 117-75
[32].Park, G. P. Language Learning Strategies and English Proficiency in Korean University Students. 1997. 30(2): 211-21.
[33].Pearson, P.D. & Dole, J. A. Explicit Comprehension Instruction: A Review of Research and A New Conceptualization of Learning. Elementary School Journal. 1987. 88:151-165.
[35].Rubin, J. What the“Good Language Learner”Can Teach Us. 1975. 9(1): 41-51.
[36].Rubin, J. Learner Strategies: Theoretical Assumption, Research History and Typology. In Wenden, A. & Rubin, J. (eds.) Learners in Language Learning. Englewood Cliffs, N.J.: Prentice hall. 1987.
[37].Stern, H. What Can We Learn from Language Learner? Canadian Modern Language Review, 1975, 31(3): 304-318
[38].Tarone, E & Yule, G. Focus on the Language Learner. Oxford University Press. 1989.
[39].Vandergrift, L. The Comprehension Strategies of Second Language Listeners: A Descriptive Study. Foreign Language Annuals, 1997, 30(3): 387-409
[40].Weaver, S.J. & Cohen, A. D. Strategies-Based Instruction: A Teacher-Training Manual. Minneapolis: Center for Advanced Research on Language Acquisition, University of Minnesota MN. 1997.
[41].Weinstein, C.E. & Underwood, V.L. Learning Strategies: The How of Learning. In Segal, J., Chapman, S. & Glaser, R. (eds.) Relating Instruction to Research. Hillsdale, N. J.: Erlbaum. 1985.
[42].Weinstein, C.E., & Mayer, R.E. The Teaching of Learning Strategies. In Wittrock, M. C. (ed.) Handbook of Research on Teaching. New York: Macmillan. 1986.
[43].Wenden, A. Literature Review: The Process of Intervention. Language Learning. 1983. 33: 103-21
[44].Wenden, A. Incorporation Learner Training in the Classroom. In Wenden, A. & Rubin, J. (eds.) Learner Strategies in Language Learning. 1987. 159-68
[45].Wenden, A. An Introduction to Metacognitive Knowledge and Beliefs in Language Learning: Beyond the Basics. System, 27: 435-41
[46].Wenden, A. Learner Strategies for Learner Autonomy. Englewood Cliffs, N.J.: Linguistics, 1991. 19(4): 515-37.
[47].Yang, N. D. The Relationship between EFL Learners’Beliefs and Learning Strategy Use System. 1999. 27(4): 515-35
[48].丰玉芳,英语专业高低年级学生词汇学习策略比较研究,《外语界》,2003,2: 66-72。
[49].韩宝成,《外语教学科研中的统计方法》,北京:外语教学与研究出版, 2000
[50].纪康丽,外语学习中的元认知策略的培训,《外语界》,2002, 3:20-26。
[51].李炯英,中国学生二语学习策略的观念与运用,《外语教学》,2002,1:42-48。
[52].刘彗君,元认知策略与英语阅读的关系,《外语与外语教学》,2004,12:24-26。
[53].吕长弘,听力理解学习策略训练,《外语教学》,2001,3:116-23。
[54].苏远连,论听力理解学习策略的可教性,《现代外语》,2003,1:48-56。
[55].王笃勤,大学英语自主学习能力的培养,《外语界》,2002,5:17-23。
[56].王笃勤,大学英语自主学习能力的培养.外语界,2002, (5): 17-23
[57].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, 4:5-13。
[58].文秋芳,《英语学习策略论》,上海:上海外语教育出版社。1996a
[59].文秋芳、王海啸,大学生英语学习观念与策略的分析,《解放军外语学院学1996a,4:61-75
[60].文秋芳,大学生英语学习策略变化的趋势及其特点,《外语与外语教学》,1996b, 4: 43-46
[61].文秋芳、王海啸,学习者因素与大学英语四级考试的关系,《外语教学与山大学硕士学位论文研究》,1996b, 4:33-39。
[62].文秋芳,英语口语测试与教学,上海:上海外语教育出版社,1999. 176
[63].文秋芳,《英语学习策略理论研究》,西安:陕西师范大学出版社, 2004
[64].杨坚定,听力教学中的元认知策略培训,《外语教学》,2003,4:65-68。
[65].张彦君,通过学习者训练培养学习者自主性的实验,《外语界》,2004, 1:54-61。
[66].郑敏,对语言学习策略分类框架的质疑,《外语与外语教学》,2000, 12:33-35。
[67].周英,在听力教学中运用元认知策略,《外语电化教学》,2001, 79(1):40-42