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1、 论 文 题 目 元元 认认 知知 策策 略略 训训 练练 对对 初初 中中 生生 英英 语语 词词 汇汇 习习 得得 的的 影影 响响 研研 究究 聊 城 大 学 分 类 号 G632.41 单 位 代 码 10447 密 级 无 学 号 1220070207 专 业 硕 士 学 位 论 文 论文题目论文题目A Study on the Effect of Metacognitive Strategy Training On Junior School StudentsEnglish Vocabulary Acquisition 作 者 姓 名 翟晶晶翟晶晶 学 位 类 别 教育硕士教育硕士
2、 专 业 名 称 学科教学（英语）学科教学（英语） 指 导 教 师 鹿清霞鹿清霞 副教授副教授 学 院 外国语外国语学院学院 论文提交日期 20142014 年年 4 4 月月 学号：1220070207 研究生姓名：翟晶晶 论文分类号：G632.41 论文答辩日期：2014 年 6 月 7 日 所获学位：教育硕士 学院：外国语学院 专业：学科教学（英语） 导师姓名：鹿清霞 外国语学院 论文题目：元认知策略训练对初中生英语词汇习得的影响研究 英文题目：A Study on the Effect of Metacognitive Strategy Training On Junior Schoo
3、l StudentsEnglish Vocabulary Acquisition 关键词（中） ：词汇学习策略；元认知策略；策略训练；词汇学习；词汇教学 关键词（英） ： vocabulary learning strategy; metacognitive strategy; strategy training; vocabulary learning; vocabulary teaching 原 创 性 声 明 本人郑重声明：所提交的学位论文是本人在导师的指导下，独立进行研究取得的成果。除文中已经注明引用的内容外，论文中不含其他人已经发表或撰写过的研究成果， 也不包含为获得聊城大学或其他教
4、育机构的学位证书而使用过的材料。对本文的研究作出重要贡献的个人和集体，均已在文中以明确方式标明。本人承担本声明的法律责任。 学位论文作者签名： 日期 导 师 签 名： 日期 学位论文使用授权声明 本学位论文作者完全了解聊城大学有关保留、使用学位论文的规定，即：聊城大学有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘， 允许论文被查阅和借阅。 本人授权聊城大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它手段保存、汇编学位论文。 学位论文作者签名： 日期 导 师 签 名： 日期 聊城大学专业硕士学位论文 i Abstract Pronunciation,
5、vocabulary, grammar are the three elements of language and vocabulary is the basic one. So, the key to successful language learning is to learn vocabulary well and grasp as many words as one can. In the past forty years, a lot of studies have been carried on to research the nature of English teachin
6、g, which have a great influence on the teaching method as well as learning strategy in English vocabulary. The development of the concept of metacognitive strategy provides a new angle to study English vocabulary learning as metacognitive strategies can improve students consciousness of self-plannin
7、g, self-monitoring, self-evaluation as well as facilitating their active learning. The introductory section of the thesis makes an analysis of the present English vocabulary teaching in China, and introduces the purpose and significance, the research questions as well as the layout of the study. Cha
8、pter Two displays the basic theory of metacognitive strategy, strategy training and the current researches of metacognitive strategy training. Chapter Three mainly introduces the research process including the experiment instruments, subjects, steps and contents of the experiment; then, the survey d
9、ata are analyzed and discussed to prove the feasibility and the necessity of metacognitive strategy training in the junior middle school English vocabulary teaching; and an interview is conducted on some of the students from the experimental class. Chapter four provides the results and discussion of
10、 the experiment, which consists of the data collection and analysis of the questionnaire, result and analysis of the experiment, summary of the interview. Chapter Five offers the results as well as the discussion of the experiment; some reasonable suggestions of metacognitive strategies traning in t
11、he process of vocabulary teaching are also proposed. The main purposes of the study are as follows: first, to get to know the current situation that vocabulary metacognitive strategy applied by junior school students; second, to test whether the use of metacognitive strategy in their English vocabul
12、ary can promote their English vocabulary learning; third, to propose some suggestions about reasonable application of metacognitive strategies in vocabulary teaching in junior high school. The subjects are 123 junior school students of two natural classesclass two and class three of Grade one in Lus
13、han Experimental School. One class is randomly chosen as the control class and the other as the experimental class. The research data are from their scores in the pre-test, post-test and the questionnaire. The experiment lasted for 10 weeks. 聊城大学专业硕士学位论文 ii First, the author delivers a questionnaire
14、 on the use of metacognitive strategies to these students and the data are collected and analyzed based on the questionnaire. According to the result of the questionnaire, the overall average score is less than 3 points, which indicates that the students cant widely and regularly use metacognitive s
15、trategy in their English vocabulary learning process. Monitoring strategy gets the lowest score, which indicates that junior middle school students can not effectively monitor their own learning, can not select appropriate strategies to learn efficiently, and cant regulate their learning strategies timely and properly. Selective attention gets a relatively high score, which shows that most students can distinguish the important words from the less important ones. The
