詞匯在英語教學(xué)中有舉足輕重的地位,不僅是語言學(xué)習(xí)最基本的內(nèi)容,也是提高聽,說,讀,寫各項(xiàng)語言技能的保證。然而,在高中英語教學(xué)中,詞匯一直是教師和學(xué)生面臨的重大難題。由于缺乏教師對詞匯學(xué)習(xí)策略的指導(dǎo),許多學(xué)生對詞匯學(xué)習(xí)缺乏主動性、積極性,缺乏獨(dú)立思考和自我反思。在這一背景下,教師盡早地指導(dǎo)高中學(xué)生掌握科學(xué)系統(tǒng)的詞匯學(xué)習(xí)策略尤為重要。元認(rèn)知策略為英語詞匯教學(xué)提供了一個新的視角。本文將元認(rèn)知策略與高二英語詞匯教學(xué)相結(jié)合,用實(shí)證研究來證明元認(rèn)知策略對高二學(xué)生英語詞匯學(xué)習(xí)的影響。本研究將元認(rèn)知理論,元認(rèn)知策略理論和元認(rèn)知培訓(xùn)框架理論作為理論基礎(chǔ),試圖回答兩個問題:1.元認(rèn)知策略訓(xùn)練是否能提高高二學(xué)生的英語詞匯成績?2.實(shí)驗(yàn)后,不同詞匯成績的實(shí)驗(yàn)班學(xué)生在元認(rèn)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(xué)高二兩個平行班98名學(xué)生為研究對象,進(jìn)行為期四個月的教學(xué)實(shí)驗(yàn),其中7班為實(shí)驗(yàn)班,采用元認(rèn)知策略訓(xùn)練的詞匯教學(xué)模式,2班為控制班,采用常規(guī)的詞匯教學(xué)模式。本實(shí)驗(yàn)共持續(xù)十七周。本研究主要包括前測、實(shí)驗(yàn)和后測。為了保證參加實(shí)驗(yàn)的兩個平行班處于同一詞匯水平,研究...

【文章頁數(shù)】：89 頁

【學(xué)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(xué)期間發(fā)表的學(xué)術(shù)論文及研究成果



本文編號：3947059