【作者】 李晖；

【导师】 靳琰；

【作者基本信息】 西北师范大学 ， 教育， 2006， 硕士

【摘要】 上个世纪70年代以来，外语教育的理论和研究已经从检验教学方法转移到了调查学习过程。在对学习过程的研究中，近几十年来，学习策略一直为许多学者所关注；而在学习策略研究中，策略培训是一个重要研究课题。就学习策略培训而言，过去的主要争议在于，语言学习策略培训是否能促进语言学习。本文以兰州职业技术学院外语系两个自然班作为实验对象，对一个实验班进行—学期的元认知与认知相结合的词汇学习策略培训。本实验旨在研究，通过对学生进行的词汇学习策略培训：(1)学生是否能够更有效地学习词汇；(2)学生是否能利用更多样的词汇学习策略进行词汇学习。本文共由五个部分组成。第一部分介绍了本项研究的背景、目的和必要性；第二部分介绍了学习策略的概念、分类以及国内外有关学习策略、词汇学习策略和策略培训的相关研究；论文的第三部分是本项研究的理论基础，即元认知理论，Andenson的认知理论，学习策略作为认知技能的理论；第四部分提出了本研究的假设，明确了本研究所使用的测量工具和培训过程等。T检验用来对比两组学生培训前后词汇成绩和词汇策略使用情况。论文的第五部分阐述了本研究的结论、启示和局限性。本文获得的结论主要有两点：(1)实验班的学生比控制班的学生在词汇学习方面更加有效，且有显著性差异；(2)实验班学生比控制班的学生在词汇学习中能够使用更多学习策略，且有显著性差异。更多还原

【Abstract】 Since the 1970s, research and theory in second language education have shifted from examining the methods of teaching to investigating the processes of learning .In the last few decades, many researchers have been focusing on learning strategies. With the expansion of language learning strategy instruction research, the key issue is whether language learning strategy training (LLST) would result in learners’ improvement in language learning.The author of this thesis carries out a study in two classes of Grade One in English department of Lanzhou Vocational and Technical College. The author carries out a one-semester training on vocabulary learning strategies (metacognitive strategies combine with cognitive strategies) of experimental group. This study aims to explore the effect of this instruction in the following two respects: 1.Whether can students learn vocabulary more efficiently through training? 2. Whether do students employ more vocabulary learning strategies through training?There are five parts in this thesis. Part One starts with a brief introduction to research background and necessity of the study. In Part Two learning strategies and relevant survey in this regard at home and abroad are presented. Part Three introduces the theory involved in this study, based upon Metacognitive theory, Anderson’s cognitive theory, and theory of learning strategies as cognitive skills. In Part Four hypothesis , subjects, instruments as well as the training procedure are presented. T-test was carried out to compare the scores of two vocabulary retention tests between two groups before and after training; and then the results of employment of strategies between two groups before and after training. Each analysis is followed by the discussion in respective regard. Part Five is made up of conclusions, implications, limitations.The results of data analysis show that: (1) The students in experimental group can learn vocabulary more efficiently than those in control group through training; (2) The students in experimental group employ more vocabulary learning strategies than those in control group through training.更多还原