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  本文選題：認知策略　切入點：元認知策略　出處：《贛南師范學院》2013年碩士論文　論文類型：學位論文

【摘要】：詞匯學習是語言學習的基礎，也是二語學習者在學習過程中所面臨的主要難題。對于詞匯附帶習得的國內(nèi)外研究日益增多，并取得了重大的突破。學者們有相似的意見：即除了最初有限的幾千個常用詞外，二語學習者的詞匯學習主要是通過廣泛的閱讀來完成的。學者們從任務投入量、語境、學習者自身的語言能力等對閱讀促成詞匯附帶習得的影響作了大量研究，取得了一定成果。在過去的三十年里，二語詞匯學習策略的重要性被大量的研究所證實。本研究根據(jù)O’Malley和Chamot基于認知心理學理論提出的學習策略研究，探討將其中的認知策略和元認知策略融入詞匯附帶習得中帶來的影響和作用，并且嘗試以我國的碩士研究生為研究對象。由于社會發(fā)展和學術研究需要，非英語專業(yè)研究生在英語學習中面臨緊迫的擴大詞匯的任務。針對非英語專業(yè)研究生在認知策略和元認知策略融入詞匯附帶習得中的研究在我國可謂鳳毛麟角，，因此，本研究無論在理論應用和實踐探索上都有一定的創(chuàng)新。 本研究采用略做修改后的文秋芳（2001）有關元認知策略的調(diào)查問卷和Gu and Johnson (1996）的認知策略調(diào)查問卷，及高等學校研究生英語系列教材《科技英語閱讀與翻譯》，對64名非英語專業(yè)一年級的研究生在第一學期進行了詞匯學習策略掌握情況問卷調(diào)查。本研究結合教材，對實驗組32人實施了為期一個學期的認知與元認知策略指導。在第二個學期開學之初，用相同的閱讀文章和詞匯測試題對實驗組32人和對照組32人，進行了詞匯即時測試和延時測試，隨后對兩組學習者進行了第二次問卷調(diào)查，前后兩次問卷內(nèi)容相同。作者試圖找到以下問題的答案：（1）非英語專業(yè)研究生入學時的學習英語詞匯的策略掌握情況如何？（2）經(jīng)過為期一個學期的培訓后，實驗組的英語詞匯認知策略是否發(fā)生變化，哪方面發(fā)生了變化？（3）英語詞匯認知策略與元認知策略對學生閱讀中的詞匯附帶習得的影響？如果有影響，反映在隨后的詞匯即時測試成績和延時測試成績有何不同？ 作者通過分析實驗數(shù)據(jù)，得出以下結果：（1）非英語專業(yè)研究生入學時的學習英語詞匯的策略掌握得不夠理想；（2）策略指導能大幅度提高學生的英語詞匯認知策略及元認知策略的使用以及閱讀中附帶習得詞匯的即時成績和延時成績。 本研究通過分析可以得出，鑒于英語詞匯認知策略和元認知策略在閱讀中的作用，教師應在日常教學中對非英語專業(yè)研究生開展有效的詞匯認知策略和元認知策略指導，使他們學會正確運用策略處理詞匯習得問題，提高英語學習的效率。
[Abstract]:Vocabulary learning is not only the basis of language learning, but also the main problem faced by second language learners in the process of learning. In addition to the initial limited number of thousands of common words, the vocabulary learning of L2 learners is mainly accomplished through extensive reading. In the past 30 years, many researches have been done on the influence of learners' own language competence on incidental vocabulary acquisition. The importance of L2 vocabulary learning strategies has been confirmed by a large number of studies. This study is based on the cognitive psychology theory proposed by Ohn Malley and Chamot. This paper probes into the influence and function of integrating cognitive strategies and metacognitive strategies into incidental vocabulary acquisition, and attempts to study the master's degree students in China because of the needs of social development and academic research. Non-English major graduate students are faced with the urgent task of expanding vocabulary in their English learning. The research on the integration of cognitive strategies and metacognitive strategies into incidental vocabulary acquisition by non-English major graduate students is rare in China. This research has some innovation in theory application and practice exploration. This study uses a slightly modified questionnaire on metacognitive strategies and Gu and Johnson's 1996 questionnaire on metacognitive strategies. A questionnaire survey on vocabulary learning strategies was conducted among 64 non-English major freshmen in the first semester. Cognitive and metacognitive strategies were given to 32 people in the experimental group for one semester. At the beginning of the second semester, 32 subjects in the experimental group and 32 in the control group were given the same reading articles and vocabulary test questions. The vocabulary test and delay test were carried out, and then a second questionnaire was conducted to the two groups of learners. The contents of the two questionnaires are the same. The author tries to find the answer to the following question: 1) how well do the non-English major graduate students learn English vocabulary when they enter the university? (2) after a semester of training, whether or not the cognitive strategies of English vocabulary in the experimental group have changed, and in what way? (3) the influence of English vocabulary cognitive strategies and metacognitive strategies on incidental vocabulary acquisition in reading? If so, what is the difference between the instant vocabulary test score and the delayed test result, as reflected in the subsequent test results? By analyzing the experimental data, The following results are as follows: 1) the strategies for learning English vocabulary by non-English major graduate students are not perfect enough) the strategy guidance can greatly improve the use of English vocabulary cognitive strategies and metacognitive strategies as well as reading. The instant and delayed scores of incidental vocabulary acquisition. Based on the analysis, it is concluded that, in view of the role of English vocabulary cognitive strategies and metacognitive strategies in reading, teachers should provide effective guidance to non-English major graduate students in vocabulary cognitive strategies and metacognitive strategies in their daily teaching. They will learn to use strategies correctly to deal with vocabulary acquisition problems and improve their English learning efficiency.
【學位授予單位】：贛南師范學院
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G643;H319.3

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