【作者】 王敏；

【导师】 周榕；

【作者基本信息】 西南师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 在过去的几十年里，英语学习策略已成为语言教学最热门的研究课题之一。对英语学习策略的研究也由最开始的探索性调查发展到较系统的、理论性的探讨和实验研究。近年来研究者们发现学习策略中的一个重要方面即元认知学习策略的运用对于学习效果和学习策略的选择有着极其重要的作用，然而文献中对元认知学习策略的研究非常有限。有限的研究也主要针对元认知策略或元认知知识局部性的问题，而缺乏对元认知全面系统的研究。国内的学者近年来对学习策略的研究也主要侧重于认知策略方面，如词汇和听力策略。本文采取问卷方式对西南师范大学外语系英语专业三年级学生运用元认知学习策略的情况作了调查和分析，并对其元认识学习策略与其学习成就关系进行了考察。 全文分为以下五章： 第一章简要介绍了文章的研究背景，目的，结构安排，并对部分概念进行说明。 第二章在介绍元认知的定义的基础上，从元认知知识和元认知策略的角度对元认知进行了进一步阐述，并提出和讨论了相关的语言学习理论，以及元认知和语言学习的关系。 第三章回顾了有关元认知在二语╱外语学习中的作用的相关研究，并进行了讨论。通过回顾，可以看出大多数对语言学习者元认知状况的研究都仅侧重元认知的一方面，如仅侧重于知识部分或策略部分，很少有把二者结合起来，对语言学习者的元认知进行较为全面的研究。论文据此提出了展开本研究的必要性。 第四章详细阐述本研究的目地，材料，研究对象，数据收集和结果。本研究通过使用SPSS统计软件，采用相关分析和方差分析来处理所得原始数据。研究结果表明：（）学生在英语学习中元认知策略的应用与他们的英语成绩呈显著正相关； （2）学习成绩好的学生比学习成绩差的学生更善于运用元认知策略，在监控策略上差异尤为显著；（3）中国学生在自我检测方面较弱，因而也影响了对学习策略的调控。 第五章总结了研究成果，提出本研究的一些不足之处，并对该领域的研究前景进行了展望。更多还原

【Abstract】 In the past few decades learning strategy has become one of the hottest topics in the field of language learning and teaching. While early studies on learning strategies were more exploratory in nature, later research became more theory-based and more scientific. Most recently, researchers have noticed that one group of learning strategies, i.e. metacognitive learning strategies (MLS) are of specific importance. However, many previous studies were focused mainly on metacognitive strategies (MS) or metacognitive knowledge (MK) respectively, while studies on metacognitive learning strategies are quite few. Chinese researchers also paid attention to learning strategies, but most studies were done on direct cognitive strategies, such as vocabulary strategies and listening comprehension strategies. As previous studies have proved that mere knowing "what to do" is far from enough for learners to learn a language well, learners should know "how to do". Bearing this background in mind, the author of this paper took English majors as subjects and investigated metacognitive learning strategies they employ in the hope of gaining some insights as to how to help these students in terms of using metacognitive learning strategies.This dissertation reports on a preliminary study of Chinese English majors’ metacognitive learning strategies in relation to their achievements. This study, which involved 152 subjects from the School of Foreign Languages of the Southwest China Normal University, the questionnaire was used as data collection device and adopted SPSS as data analysis device.The whole dissertation consists of five chapters:Chapter One gives a brief introduction of research background, the significance of the present study, clarifications of some concepts and the arrangement of this dissertation.Chapter Two introduces the definitions of metacognition and its two dimensions, that is, Metacognitive knowledge (MK) and metacognitive strategies (MS). Their interrelationship is also discussed. Then, models explaining SLA are presented. Following that, the relevance of metacognition and language learning is analyzed.Chapter Three reviews the studies regarding learning strategies, metacognitive knowledge, and metacognitive strategies. From the review, we can see that there is few studies devoted to examining metacognition at its full length in other countries, let alone studies in Chinese context. Thus, the situation calls for more research in this area.Chapter Four aims to report on the objectives, instruments, subjects, data collecting procedures of the present study and the results. Some statistical methods, such as correlational analysis and ANOVA have been applied to process data obtained. The statistical results showed that (1) there does exist correlationship between learners’ MLS and learning achievements, and learners’ metacognition has a positive influence on their leaning activity; (2) roughly speaking, the successful learners are better users of metacognitive strategies than the less successful learners, especially in monitoring strategies; (3) even though the successful learners do comparatively better than the less successful learners in self-evaluation, both are weak in this area.Chapter Five summarizes the implications drawn from the empirical investigation in chapter four. Some weaknesses of this study are also discussed. The author also proposes that metacognitive learning strategies are worth further study in that it can help learners promote learning efficiency for a whole life time.更多还原