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运用元认知策略促进英语专业学生自主学习的教学研究

作　者: 杨鸿雁
导　师: 文旭
学　校: 西南大学
专　业: 英语语言文学
关键词: 学习者自主自主学习元认知学习策略
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 170次
引　用: 0次
阅　读: 论文下载

内容摘要

学习者的主体作用已经被给予越来越多的重视,自主学习近年来已经成为国内外外语教育界研究的焦点。学习者自主应该受到高度重视和着重培养这一观点已被广为接受。随着学习者自主的研究在应用语言学领域的逐渐深入,各种提高学习者自主学习能力的策略培训日益成为研究者兴趣之一。学习者自主并非一个抽象的概念,而是一种能够通过特定的策略培训习得并不断得到发展的能力。作为外语教师,有责任为学生提供科学、系统的策略培训,帮助他们在学习中运用和实践这些策略,进而提高他们的自主学习能力。众所周知,课堂内外教学活动包括了各种认知过程,而元认知在认知过程中地位凸显。目前国外已有大量研究结果表明：元认知在语言学习、阅读理解、写作、记忆、注意、问题解决以及各种自我学习中都起着重要作用。在国外,认知学习策略的培训占据着自主学习培养的主流。本研究运用外语自主学习理论及元认知学习策略知识,借助问卷调查和定量分析的方法,探讨在专升本院校进行元认知策略培训是否可行的相关情况,试图解决以下问题：1、在遵义师范学院进行元认知策略培训是否可行；2、哪些因素影响学习者自主。本研究对67名学生进行问卷调查与培训,通过结果统计、分析、讨论,得出以下结论：在遵义师范学院进行元认知策略培训收到较好的效果,此外,通过调查表明,影响学习者自主的主要因素有内因和外因之分,内因有：学习者个体归因、学习动机、学习态度、学习策略以及学习者自尊；外因为：教师的影响、同伴的影响以及来自社会的影响。

全文目录

Acknowledgements  4-7
Abstract  7-9
内容摘要  9-10
Chapter One Introduction  10-13
  1.1 Background of the Research  10-11
  1.2 Significance of the Research  11-12
  1.3 Feasibility of the Research  12-13
Chapter Two Literature Review  13-36
  2.1 The Definitions of Terms  13-15
    2.1.1 Learning and acquisition  13-14
    2.1.2 Second language and foreign language  14
    2.1.3 Learning strategies  14-15
  2.2 Introduction to Learning Autonomy  15-21
    2.2.1 The relative concepts of self-access  15-19
    2.2.2 The concepts of self-access  19-21
  2.3 The necessity of College Students' Autonomy in English Learning  21-24
    2.3.1 Requirements of the development of information society  21-22
    2.3.2 Requirements of modern foreign language education goal  22-23
    2.3.3 The respect for individual differences  23-24
  2.4 Introduction to Language Learning Strategies  24-36
    2.4.1 Features of language learning strategies  24-29
    2.4.2 A new system of language learning strategies  29-32
    2.4.3 Introduction to meta-cognitive strategies  32-36
Chapter Three Research Design  36-54
  3.1 The Situation of Meta-cognitive Strategies Training at Home and Abroad  36-37
  3.2 The Research on the Current Situation of Autonomous Learning in English  37-42
    3.2.1 The research of autonomous learning ideas  37
    3.2.2 The research of the factors affecting autonomous learning  37-40
    3.2.3 The research of how to promote learners' autonomy  40-42
  3.3 The Purpose of the Study  42
  3.4 The Subjects of the Study  42-43
  3.5 The Tools of the Study  43
  3.6 The Supposing of Applying Meta-cognitive Strategies to the Four Skills  43-50
    3.6.1 Centering your learning  43
    3.6.2 Over viewing and linking with Already Known Material  43-44
    3.6.3 Paying attention  44
    3.6.4 Delaying speech production to focus on listening  44-45
    3.6.5 Arranging and planning your learning  45-48
    3.6.6 Evaluating your learning  48-50
  3.7 The Practical Procedure of Training Meta-cognitive Strategies  50-54
    3.7.1 Improving the students' sense of meta-cognitive strategies  51
    3.7.2 Teaching reflection method, improving the students' ability of self-evaluation  51-52
    3.7.3 Helping the students set the goals and plans in learning  52
    3.7.4 Monitoring by meta-cognitive strategies  52-54
Chapter Four The Discussion and Analysis of the Research  54-58
  4.1 Data Presentation and Analysis  54-56
    4.1.1 The result and discussion of the questionnaire before the experiment  54
    4.1.2 The result and discussion of the questionnaire after the experiment  54-55
    4.1.3 The result of the pair sample test in experimental class before and after experiment  55-56
    4.1.4 The result and discussion of the tests  56
  4.2 Summary  56-58
Chapter Five Conclusions  58-63
  5.1 The Factors Affecting Learner's Autonomy  58-62
    5.1.1 The internal factors affecting autonomous learning  59-61
    5.1.2 The external factors affecting autonomous learning  61-62
  5.2 Summary  62-63
References  63-65
AppendixⅠ 本科生自主性英语学习情况调查  65-68
Appendix Ⅱ TEST  68-78

运用元认知策略促进英语专业学生自主学习的教学研究

内容摘要

全文目录

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