英语期刊论文阅读中学习策略个案研究
|
摘要
本文以二语习得中的学习策略研究为理论框架,通过开展个案分析研究,考察了学习策略在英语专业期刊论文阅读中的使用情况。
本研究选取一名吉林大学外国语学院英语语言学专业二年级研究生为实验对象,运用有声思维,日志,面谈三种方法,对其期刊论文阅读过程中使用的学习策略,进行采集。借助O’Malley及Chamot提出的相关学习策略理论对数据加以分析。
本研究发现:在此类阅读过程中,所用到的策略有翻译、背景知识的使用、自我提问、预测及上下文线索的运用、主题句的着重注意、提出关键词、重复以及处理负面情绪等八种学习策略。根据O’Malley及Chamot提出的分类方法,数据显示的上述八种策略可以划分为认知、元认知、情感策略这三个类别。同时,研究表明并不是所有的学习策略在期刊论文阅读中都有所体现;在其他的具体语言运用中所频繁用到的学习策略,似乎在这项活动中功效并不显著。
从个案分析中,可以得到这样的启示:为了提高期刊论文、乃至其他学术文献的阅读效率,教师应当把更多的注意力应投放在阅读课上学习策略的训练;学生应该有意识地使用某些学习策略,努力使那些还处于“陈述性”的学习策略变成“程序性”的学习策略。
The present research makes an exploration, within the framework of learning strategies in Second Language Acquisition, of learning strategy for reading English journal paper, through a case study.
The writer chose a second-year English linguistics postgraduate from the College of Foreign language, Jilin University, as the participant. Different procedures of data collection such as think-aloud, unstructured interview, and journal writing were adopted. The data were analyzed based on the theory of learning strategies raised by O’Malley and Chamot (2001).
The following findings are achieved: learning strategies used in English journal paper reading mainly include the use of translation, use of background knowledge, self-questioning, use of prediction and contextual clues, paying attention to topic sentences, picking out key words, repetition and dealing with negative feelings. According to theories posed by O’Malley and Chamot (2001), these strategies can be classified into the three categories of learning strategies, namely cognitive, metacognitive and affective strategies. This result reveals that not all the learning strategies in the inventory raised by Oxford (1991) are found in use in this specific task, and those strategies frequently used in other language performance do not appear very frequently in this task. In order to raise the efficiency in this task, more attention should be paid to the appropriate training of the relevant strategies in reading class. As for the students, they should consciously use certain learning strategies in their reading, and try to make the“declarative knowledge”of each learning strategy entry“procedural knowledge”.
本研究选取一名吉林大学外国语学院英语语言学专业二年级研究生为实验对象,运用有声思维,日志,面谈三种方法,对其期刊论文阅读过程中使用的学习策略,进行采集。借助O’Malley及Chamot提出的相关学习策略理论对数据加以分析。
本研究发现:在此类阅读过程中,所用到的策略有翻译、背景知识的使用、自我提问、预测及上下文线索的运用、主题句的着重注意、提出关键词、重复以及处理负面情绪等八种学习策略。根据O’Malley及Chamot提出的分类方法,数据显示的上述八种策略可以划分为认知、元认知、情感策略这三个类别。同时,研究表明并不是所有的学习策略在期刊论文阅读中都有所体现;在其他的具体语言运用中所频繁用到的学习策略,似乎在这项活动中功效并不显著。
从个案分析中,可以得到这样的启示:为了提高期刊论文、乃至其他学术文献的阅读效率,教师应当把更多的注意力应投放在阅读课上学习策略的训练;学生应该有意识地使用某些学习策略,努力使那些还处于“陈述性”的学习策略变成“程序性”的学习策略。
The present research makes an exploration, within the framework of learning strategies in Second Language Acquisition, of learning strategy for reading English journal paper, through a case study.
The writer chose a second-year English linguistics postgraduate from the College of Foreign language, Jilin University, as the participant. Different procedures of data collection such as think-aloud, unstructured interview, and journal writing were adopted. The data were analyzed based on the theory of learning strategies raised by O’Malley and Chamot (2001).
The following findings are achieved: learning strategies used in English journal paper reading mainly include the use of translation, use of background knowledge, self-questioning, use of prediction and contextual clues, paying attention to topic sentences, picking out key words, repetition and dealing with negative feelings. According to theories posed by O’Malley and Chamot (2001), these strategies can be classified into the three categories of learning strategies, namely cognitive, metacognitive and affective strategies. This result reveals that not all the learning strategies in the inventory raised by Oxford (1991) are found in use in this specific task, and those strategies frequently used in other language performance do not appear very frequently in this task. In order to raise the efficiency in this task, more attention should be paid to the appropriate training of the relevant strategies in reading class. As for the students, they should consciously use certain learning strategies in their reading, and try to make the“declarative knowledge”of each learning strategy entry“procedural knowledge”.
引文
1.Abraham, R.G., & Vann, R.J. (1987). Strategies of Two Language Learners: A Case Study [A]. In A. Wenden & J. Rubin (Eds.), Learner Stratigies in Language Learning (pp. 85-102). Englewood Cliffs, NJ: Prentice Hall.
2.Adamson, H. D. (1990). ESL Students’ Use of Academic Skills in Content Courses [J]. English for Specific Purposes, 9, 67-87.
3.Adamson, H. D. (1991). Academic Competence [J]. English for Specific Purposes, 5, 55-79.
4.Adamson, H. D. (1992). Academic Competence: Theory and Classroom Practice [M]. New York: Longman.
5.Anderson, Neil J. 2004 Exploring Second Language Reading: Issues and Strategies [M]. Beijing: Foreign Language Teaching and Research Press.
6.Baker, L.& Brown, A.L. (1984). Metacognitive skills and reading [A]. In P.D.Pearson (Ed.), Handbook of reading research (pp.353-394). New York: Longman.
7.Bialystok, E (1978). A Theoretical Model of Second Languge Learning [J]. Language Learning, 28 (1).
8.Bialystok, E (1981). On the Role of Conscious Strategies in Second Language Proficiency [J]. Modern Language Journal, 65 (1).
9.Block, E. L. (1986). The Comprehension Strategies of Second Language Readers [J]. TESOL Quarterly, 20, 463-494.
10.Block, E. L. (1992). See How they Read: Comprehension Monitoring of L1 and L2 Readers [J]. TESOL Quarterly, 20, 463-194.
11.Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The Role of Metacognition in Reading and Studying [A]. In J. Orasanu (Ed.), Reading Comprehension: FromResearch to Practice (pp. 49-75). Hillsdale, NJ: Erlbaum.
12.Carrell, P. L. (1987). A View of Written Text as Communicative Interaction: Implications for Reading in a Second Language [A]. In J. Devine, P. L. Carrell, & D. E. Eskey (Eds), Research in Reading English as a Second Language (pp. 21-35). Washington, DC: TESOL.
13.Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading [J]. The Modern Language Journal, 73, 121-134.
14.Chamot, A.U., Kupper, L., & Impinl-Hernandez, M. (1988). A study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study [M]. McLean, VA: Interstate Research Associates.
15.Chamot, A. U. (1987). The Cognitive Academic Language Learning Approach: a Bridge to the Mainstream [J]. TESOL Quarterly, 21 (3): 227-49.
16.Chen, S.Q. (1990). A Study of Communication Strategies in Interlanguage Production by Chinese EFL Learners [J]. Language Learning, 40, 155-187.
17.Cohen, A. (1998). Strategies in Learning and Using a Second Language [M]. London: Longman.
18.Cohen, A.D. (1995). Second Language Learning and Use Strategies: Clarifying the Issues [M]. Research Report. Revised Version. (ERIC Document Reproduction Service No. ED393307)
19.Cohen, Andrew D and Susan J. Weaver. (2006). Styles and Strategies-Based Instruction: A Teacher’s Guide [M]. Beijing: Foreign Language Teaching and Research Press.
20.Ehrman, M. (1996) Understanding Second Language Learning Difficulties [M]. London: Sage Publications.
21.Ellis, R. (1985). Understanding Second Language Acquisition [M]. Shanghai:Shanghai Foreign Language Education Press.
22.Ellis, R. (1994). The Study of Second Language Acquisition [M]. Oxford: Oxford University Press.
23.Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing Naturalistic Inquiry: Aguide to Methods [M]. Newbury Park: Sage Publications
24.Garner, R. (1987). Metacognition and reading comprehension [M]. Norwood, New Jersey: Ablex.
25.Goldman, S.R. & Rakestraw, J.A. (2000). Structural aspects of constructing meaning from text [A]. In R. Barr (Ed.), Handbook of reading research, Vol.Ⅲ (pp. 311-335). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
26.Kang, S. (1999). Modelling Relationships between the Use of English as a Second Language Learning Strategies and the Test Performance of Asian Students [A]. Dissertation Abstracts International. 60(09), 3295A. (UMI No. 9944905)
27.Khaldieh, A.S. (2000). Learning Strategies and Writing Processes of Proficient vs. Less-proficient Learners of Arabic [A]. Foreign Language Annals, 33, 522-534.
28.Li, Shuyun and Hugh Munby (1996). “Metacognitive Strategies in Second Language Academic Reading: A Qualitative Investigation” [J]. English for Specific Purposes. Vol.15 No.3: 199-216.
29.Lincoln, Y& Guba, E. (1985). Naturalistic Inquiry [M]. Beverly Hills, CA: Sage.
30.Li, Yu 2006 A Survey of Language Learning Strategies Used by Elementary School Students [J]. CELEA Journal. Vol.29 No.2: 71-77.
31.Littlewood, W. 1999 Defining and developing autonomy in east Asian contexts [J]. Applied Linguistics, 20 (1).
32.Naiman, N., Frohlich, M., Stern, H. H., and Todesco, A. 1978. The Good Language Learner [M]. Toronto: Ontario Institute for Studies in Education.
33.Mayer, R. E. (1987) Educational Psychology: a Cognitive Approach [M]. Boston NY: Little, Brown.
34.Merriam, S.B.& Simpson, E. L. (1984). A Guide to Research for Educators and Trainers of Adults (2nd ed) [M]. Malabar, FL: Krieger Publishing Company.
35.Newman, I.& Benz, C. (1998). Qualitative-quantitative research methodology: Exploring the interactive contnuum [M]. Carbondale, IL: Southern Illinois University Press.
36.O’Malley, J.M., Chamot, A.U., Stewner-Manzanares, G.., Kupper, L., and Russo, R. (1985a). Learning Strategies Used by Beginning and Intermediate ESL Students [J]. Language Learning 35: 21-46.
37.O’Malley, J.M., Chamot, A.U., Stewner-Manzanares, G.., Kupper, L., and Russo, R. (1985b). Learning Strategy Applications with Students of English as a Second Language [J]. TESOL Quarterly 19: 285-96.
38.O’Malley, J.M. (1987). The Effects of Training in the Use off Learning Strategies on Acquiring English as a Second Language [A]. In A. Wenden & J. Rubin (Eds), Learning Strategies in Langauge Learning [M] (pp. 133-144). London: Cambridge University Press.
39.O’Malley, J.M., Chamot, A.U., & Kupper, L. (1989). Listening Comprehension Strategies in Second Language Acquistion [J]. Applied Linguistics, 10, 418-437.
40.O'Malley, J.Michael. & Anna U. Chamot (2001). Learning Strategies in Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press.
41.Oxford, R. & M. Nyikos (1989). Variables Affecting Choice of Language Learning Strategies by University Students [J]. The Modern Language Journal, 73, 3, 291-300.
42.Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know [M]. New York: Heinle & Heinle Publishers.
43.Paris, S.G., Wasik, B.A. & Turner, J.C. (1991). The development of strategic readers [A]. In R. Barr, M.L. Kamil, P.B. Mosenthal & P.D. Pearson (Eds), Handbook of reading research, Vol.Ⅱ(pp.609-640). New York: Longman.
44.Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: the nature of constructively responsive reading [M]. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
45.Pressley, M. (2000). What should Comprehension Instruction be the Instruction of? [A]. In R. Barr (Ed.), Handbook of reading research, Vol.Ⅲ (pp.545-561). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
46.Rubin, J. (1975). What the “Good Language Learner” can Teach Us [J]. TESOL Quarterly 9: 41-51.
47.Rubin, J. 1987 Learner Strategies: Theoretical Assumptions, Research, History and Typology [A]. In A. Wenden & J. Rubin (Eds), Learning Strategies in Language Learning (pp.15-30). London: Cambridge University Press.
48.Seliger, H. W. (1983). The Language Learner as Linguist: of Metaphors and Realities [J]. Applied Linguistics 4: 179-91.
49.Smith, F. (1988). Understanding reading. A psycholinguistic analysis of reading and leaning to read [M]. Hillsdale, New Jersey: Lawrence Erlbaum.
50.Stern, H. (1983). Fundamental Concepts of Language Teaching [M]. Oxford: Oxford University Press.
51.Tarone, E. (1980). Communication Strategies, Foreigner Talk and Repair in Interlanguage [J]. Language Learning 30: 417-31.
52.Vann, R.J. & Abraham, R.G. (1990). Strategies of Unsuccessful Language Learners[J]. TESOL Quarterly, 24, 177-198.
53. Weinstein, C. E., and Mayer, R. E. (1986). The Teaching of Learning Strategies [A]. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 315-27). 3rd ed. New York: Macmillan.
54.Wen, Qiufang. (2004). Research Methods and Thesis Writing [M]. Beijing: Foreign Language Teaching and Research Press.
55.Wenden, A. (1987). Conceptual Background and Utility [J]. In A. Wenden & J. Rubin (Eds), Learning Strategies in Language Learning (pp. 3-13). London: Cambridge University Press.
56.陈英和,(1997). 认知发展心理学[M]. 杭州:浙江人民出版社。
57.董奇,周勇,陈红兵,(1997). 自我监控与智力[M]. 杭州:浙江人民出版社。
58.杜学增,(1997). 英语阅读的方法与技能[M]. 北京:外语教学与研究出版社。
59.傅政,(2001). “二语学习成功者策略研究初探”[J]. 外国教学,3:23-26。
60.葛炳芳,(2006).“关于中学生英语学习动机、观念、策略关系的一项实证研究” [J]. 国外外语教学, 1。
61.桂诗春,宁春岩,(1997). 语言学习方法论[M]. 北京:外语教学与研究出版社。
62.纪康丽,(2002). “外语学习中元认知策略的培训”[J]. 外语界,89(3): 20-26。
63.纪康丽, 宋丽丽, 崔荣佳等. (2002). 根据学生需求设置大学英语阅读课程[J]. 清华大学教育研究, 增1期。
64.李宋昊,(2006).“初中生英语词汇学习策略运用现状实证调查与分析” [J]. 外国语言文学, 2。
65.秦晓晴,(1996). “第二语言学习策略研究的理论和实践意义”[J]. 外语教学,4:13-18。
66.王立非,(2001). “第二语言学习策略研究:问题与对策”[J]. 国外外语教学,4:5-13。
67.文秋芳,(1995). “英语学习成功者与不成功者在方法上的差异”[J]. 外语教学与研究,3:61-66。
68.文秋芳,(1995). 英语学习策略论[M]. 上海外语教育出版社。
69.文秋芳, (1996). 传统和非传统学习方法与英语成绩的关系[J]. 现代外语, 1。
70.文秋芳,(1996). “大学生英语学习策略变化的趋势及其特点”[J]. 外语与外语教学,4:43-46。
71.吴增生,(1994). “值得重视的‘学习者策略’的研究”[J]. 现代外语,3:22-27。
72.应惠兰, 徐惠芳, (2003). 以学习者为中心的阅读材料的选择[J]. 外语教学与研究, 3。
73.张殿玉, (2005). 英语学习策略与自主学习[J]. 外语教学, 1。
74.张 萱, (2005). 基础阶段英语专业学生元认知策略调查[J]. 解放军外国语学院学报, 3。
75.庄智象,束定芳,(1994). “外语学习者策略研究与外语教学”[J]. 现代外语,3:28-32。
2.Adamson, H. D. (1990). ESL Students’ Use of Academic Skills in Content Courses [J]. English for Specific Purposes, 9, 67-87.
3.Adamson, H. D. (1991). Academic Competence [J]. English for Specific Purposes, 5, 55-79.
4.Adamson, H. D. (1992). Academic Competence: Theory and Classroom Practice [M]. New York: Longman.
5.Anderson, Neil J. 2004 Exploring Second Language Reading: Issues and Strategies [M]. Beijing: Foreign Language Teaching and Research Press.
6.Baker, L.& Brown, A.L. (1984). Metacognitive skills and reading [A]. In P.D.Pearson (Ed.), Handbook of reading research (pp.353-394). New York: Longman.
7.Bialystok, E (1978). A Theoretical Model of Second Languge Learning [J]. Language Learning, 28 (1).
8.Bialystok, E (1981). On the Role of Conscious Strategies in Second Language Proficiency [J]. Modern Language Journal, 65 (1).
9.Block, E. L. (1986). The Comprehension Strategies of Second Language Readers [J]. TESOL Quarterly, 20, 463-494.
10.Block, E. L. (1992). See How they Read: Comprehension Monitoring of L1 and L2 Readers [J]. TESOL Quarterly, 20, 463-194.
11.Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The Role of Metacognition in Reading and Studying [A]. In J. Orasanu (Ed.), Reading Comprehension: FromResearch to Practice (pp. 49-75). Hillsdale, NJ: Erlbaum.
12.Carrell, P. L. (1987). A View of Written Text as Communicative Interaction: Implications for Reading in a Second Language [A]. In J. Devine, P. L. Carrell, & D. E. Eskey (Eds), Research in Reading English as a Second Language (pp. 21-35). Washington, DC: TESOL.
13.Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading [J]. The Modern Language Journal, 73, 121-134.
14.Chamot, A.U., Kupper, L., & Impinl-Hernandez, M. (1988). A study of Learning Strategies in Foreign Language Instruction: Findings of the Longitudinal Study [M]. McLean, VA: Interstate Research Associates.
15.Chamot, A. U. (1987). The Cognitive Academic Language Learning Approach: a Bridge to the Mainstream [J]. TESOL Quarterly, 21 (3): 227-49.
16.Chen, S.Q. (1990). A Study of Communication Strategies in Interlanguage Production by Chinese EFL Learners [J]. Language Learning, 40, 155-187.
17.Cohen, A. (1998). Strategies in Learning and Using a Second Language [M]. London: Longman.
18.Cohen, A.D. (1995). Second Language Learning and Use Strategies: Clarifying the Issues [M]. Research Report. Revised Version. (ERIC Document Reproduction Service No. ED393307)
19.Cohen, Andrew D and Susan J. Weaver. (2006). Styles and Strategies-Based Instruction: A Teacher’s Guide [M]. Beijing: Foreign Language Teaching and Research Press.
20.Ehrman, M. (1996) Understanding Second Language Learning Difficulties [M]. London: Sage Publications.
21.Ellis, R. (1985). Understanding Second Language Acquisition [M]. Shanghai:Shanghai Foreign Language Education Press.
22.Ellis, R. (1994). The Study of Second Language Acquisition [M]. Oxford: Oxford University Press.
23.Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing Naturalistic Inquiry: Aguide to Methods [M]. Newbury Park: Sage Publications
24.Garner, R. (1987). Metacognition and reading comprehension [M]. Norwood, New Jersey: Ablex.
25.Goldman, S.R. & Rakestraw, J.A. (2000). Structural aspects of constructing meaning from text [A]. In R. Barr (Ed.), Handbook of reading research, Vol.Ⅲ (pp. 311-335). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
26.Kang, S. (1999). Modelling Relationships between the Use of English as a Second Language Learning Strategies and the Test Performance of Asian Students [A]. Dissertation Abstracts International. 60(09), 3295A. (UMI No. 9944905)
27.Khaldieh, A.S. (2000). Learning Strategies and Writing Processes of Proficient vs. Less-proficient Learners of Arabic [A]. Foreign Language Annals, 33, 522-534.
28.Li, Shuyun and Hugh Munby (1996). “Metacognitive Strategies in Second Language Academic Reading: A Qualitative Investigation” [J]. English for Specific Purposes. Vol.15 No.3: 199-216.
29.Lincoln, Y& Guba, E. (1985). Naturalistic Inquiry [M]. Beverly Hills, CA: Sage.
30.Li, Yu 2006 A Survey of Language Learning Strategies Used by Elementary School Students [J]. CELEA Journal. Vol.29 No.2: 71-77.
31.Littlewood, W. 1999 Defining and developing autonomy in east Asian contexts [J]. Applied Linguistics, 20 (1).
32.Naiman, N., Frohlich, M., Stern, H. H., and Todesco, A. 1978. The Good Language Learner [M]. Toronto: Ontario Institute for Studies in Education.
33.Mayer, R. E. (1987) Educational Psychology: a Cognitive Approach [M]. Boston NY: Little, Brown.
34.Merriam, S.B.& Simpson, E. L. (1984). A Guide to Research for Educators and Trainers of Adults (2nd ed) [M]. Malabar, FL: Krieger Publishing Company.
35.Newman, I.& Benz, C. (1998). Qualitative-quantitative research methodology: Exploring the interactive contnuum [M]. Carbondale, IL: Southern Illinois University Press.
36.O’Malley, J.M., Chamot, A.U., Stewner-Manzanares, G.., Kupper, L., and Russo, R. (1985a). Learning Strategies Used by Beginning and Intermediate ESL Students [J]. Language Learning 35: 21-46.
37.O’Malley, J.M., Chamot, A.U., Stewner-Manzanares, G.., Kupper, L., and Russo, R. (1985b). Learning Strategy Applications with Students of English as a Second Language [J]. TESOL Quarterly 19: 285-96.
38.O’Malley, J.M. (1987). The Effects of Training in the Use off Learning Strategies on Acquiring English as a Second Language [A]. In A. Wenden & J. Rubin (Eds), Learning Strategies in Langauge Learning [M] (pp. 133-144). London: Cambridge University Press.
39.O’Malley, J.M., Chamot, A.U., & Kupper, L. (1989). Listening Comprehension Strategies in Second Language Acquistion [J]. Applied Linguistics, 10, 418-437.
40.O'Malley, J.Michael. & Anna U. Chamot (2001). Learning Strategies in Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press.
41.Oxford, R. & M. Nyikos (1989). Variables Affecting Choice of Language Learning Strategies by University Students [J]. The Modern Language Journal, 73, 3, 291-300.
42.Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know [M]. New York: Heinle & Heinle Publishers.
43.Paris, S.G., Wasik, B.A. & Turner, J.C. (1991). The development of strategic readers [A]. In R. Barr, M.L. Kamil, P.B. Mosenthal & P.D. Pearson (Eds), Handbook of reading research, Vol.Ⅱ(pp.609-640). New York: Longman.
44.Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: the nature of constructively responsive reading [M]. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
45.Pressley, M. (2000). What should Comprehension Instruction be the Instruction of? [A]. In R. Barr (Ed.), Handbook of reading research, Vol.Ⅲ (pp.545-561). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
46.Rubin, J. (1975). What the “Good Language Learner” can Teach Us [J]. TESOL Quarterly 9: 41-51.
47.Rubin, J. 1987 Learner Strategies: Theoretical Assumptions, Research, History and Typology [A]. In A. Wenden & J. Rubin (Eds), Learning Strategies in Language Learning (pp.15-30). London: Cambridge University Press.
48.Seliger, H. W. (1983). The Language Learner as Linguist: of Metaphors and Realities [J]. Applied Linguistics 4: 179-91.
49.Smith, F. (1988). Understanding reading. A psycholinguistic analysis of reading and leaning to read [M]. Hillsdale, New Jersey: Lawrence Erlbaum.
50.Stern, H. (1983). Fundamental Concepts of Language Teaching [M]. Oxford: Oxford University Press.
51.Tarone, E. (1980). Communication Strategies, Foreigner Talk and Repair in Interlanguage [J]. Language Learning 30: 417-31.
52.Vann, R.J. & Abraham, R.G. (1990). Strategies of Unsuccessful Language Learners[J]. TESOL Quarterly, 24, 177-198.
53. Weinstein, C. E., and Mayer, R. E. (1986). The Teaching of Learning Strategies [A]. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 315-27). 3rd ed. New York: Macmillan.
54.Wen, Qiufang. (2004). Research Methods and Thesis Writing [M]. Beijing: Foreign Language Teaching and Research Press.
55.Wenden, A. (1987). Conceptual Background and Utility [J]. In A. Wenden & J. Rubin (Eds), Learning Strategies in Language Learning (pp. 3-13). London: Cambridge University Press.
56.陈英和,(1997). 认知发展心理学[M]. 杭州:浙江人民出版社。
57.董奇,周勇,陈红兵,(1997). 自我监控与智力[M]. 杭州:浙江人民出版社。
58.杜学增,(1997). 英语阅读的方法与技能[M]. 北京:外语教学与研究出版社。
59.傅政,(2001). “二语学习成功者策略研究初探”[J]. 外国教学,3:23-26。
60.葛炳芳,(2006).“关于中学生英语学习动机、观念、策略关系的一项实证研究” [J]. 国外外语教学, 1。
61.桂诗春,宁春岩,(1997). 语言学习方法论[M]. 北京:外语教学与研究出版社。
62.纪康丽,(2002). “外语学习中元认知策略的培训”[J]. 外语界,89(3): 20-26。
63.纪康丽, 宋丽丽, 崔荣佳等. (2002). 根据学生需求设置大学英语阅读课程[J]. 清华大学教育研究, 增1期。
64.李宋昊,(2006).“初中生英语词汇学习策略运用现状实证调查与分析” [J]. 外国语言文学, 2。
65.秦晓晴,(1996). “第二语言学习策略研究的理论和实践意义”[J]. 外语教学,4:13-18。
66.王立非,(2001). “第二语言学习策略研究:问题与对策”[J]. 国外外语教学,4:5-13。
67.文秋芳,(1995). “英语学习成功者与不成功者在方法上的差异”[J]. 外语教学与研究,3:61-66。
68.文秋芳,(1995). 英语学习策略论[M]. 上海外语教育出版社。
69.文秋芳, (1996). 传统和非传统学习方法与英语成绩的关系[J]. 现代外语, 1。
70.文秋芳,(1996). “大学生英语学习策略变化的趋势及其特点”[J]. 外语与外语教学,4:43-46。
71.吴增生,(1994). “值得重视的‘学习者策略’的研究”[J]. 现代外语,3:22-27。
72.应惠兰, 徐惠芳, (2003). 以学习者为中心的阅读材料的选择[J]. 外语教学与研究, 3。
73.张殿玉, (2005). 英语学习策略与自主学习[J]. 外语教学, 1。
74.张 萱, (2005). 基础阶段英语专业学生元认知策略调查[J]. 解放军外国语学院学报, 3。
75.庄智象,束定芳,(1994). “外语学习者策略研究与外语教学”[J]. 现代外语,3:28-32。