詞匯在英語教學中有舉足輕重的地位,不僅是語言學習最基本的內(nèi)容,也是提高聽,說,讀,寫各項語言技能的保證。然而,在高中英語教學中,詞匯一直是教師和學生面臨的重大難題。由于缺乏教師對詞匯學習策略的指導,許多學生對詞匯學習缺乏主動性、積極性,缺乏獨立思考和自我反思。在這一背景下,教師盡早地指導高中學生掌握科學系統(tǒng)的詞匯學習策略尤為重要。元認知策略為英語詞匯教學提供了一個新的視角。本文將元認知策略與高二英語詞匯教學相結(jié)合,用實證研究來證明元認知策略對高二學生英語詞匯學習的影響。本研究將元認知理論,元認知策略理論和元認知培訓框架理論作為理論基礎,試圖回答兩個問題:1.元認知策略訓練是否能提高高二學生的英語詞匯成績?2.實驗后,不同詞匯成績的實驗班學生在元認知策略的使用方面有沒有異同?本研究通過問卷調(diào)查和詞匯測試的方法,以甘肅省白銀市景泰縣第二中學高二兩個平行班98名學生為研究對象,進行為期四個月的教學實驗,其中7班為實驗班,采用元認知策略訓練的詞匯教學模式,2班為控制班,采用常規(guī)的詞匯教學模式。本實驗共持續(xù)十七周。本研究主要包括前測、實驗和后測。為了保證參加實驗的兩個平行班處于同一詞匯水平,研究...

【文章頁數(shù)】：89 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Research on Meta-cognitive Strategy at Home and Abroad
        2.1.1 Research on Meta-cognitive Strategy Abroad
        2.1.2 Research on Meta-cognitive Strategy at Home
    2.2 Research on Meta-cognitive Strategy Used in Vocabulary Learning at Home and Abroad
        2.2.1 Research on Meta-cognitive Strategy Used in Vocabulary Learning Abroad
        2.2.2 Research on Meta-cognitive Strategy Used in Vocabulary Learning at Home
    2.3 Summary
Chapter Three Theoretical Foundation
    3.1 Meta-cognition Theory
    3.2 Meta-cognitive Strategy Theory
    3.3 Meta-cognitive Strategy Training Framework
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 The Vocabulary Test
    4.4 Research Procedures
    4.5 Experimental Procedures
        4.5.1 Training and Application of Vocabulary Memory Strategies
        4.5.2 Explanation of Meta-cognitive Strategy Theory
        4.5.3 Training and Application of Planning Strategy and Selective Attention
        4.5.4 Training and Application of Monitoring Strategy
        4.5.5 Training and Application of Evaluating Strategy
    4.6 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion of Vocabulary Test
    5.2 Results and Discussion of Questionnaire
        5.2.1 Results and Discussion of Questionnaire From Microscopic View
        5.2.2 Results and Discussion of Questionnaire From Macroscopic View
    5.3 Effects of MST on Students with Different Vocabulary Achievements
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Suggestions on MST
    6.4 Limitations
Bibliography
Appendix Ⅰ A Meta-cognitive Strategies Questionnaire on English Vocabulary
Appendix Ⅱ The Vocabulary Pre-test
Appendix Ⅲ The Vocabulary Post-test
Appendix Ⅳ A Vocabulary Teaching Case for the EC
Appendix Ⅴ A Vocabulary Teaching Case for the CC
Appendix Ⅵ Scores of EC in Pre-test and Post-test
Appendix Ⅶ Scores of CC in Pre-test and Post-test
Acknowledgements
個人簡歷、在學期間發(fā)表的學術論文及研究成果



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