非英语专业学生词汇记忆策略训练试题.docVIP

非英语专业学生词汇记忆策略训练研究 范琳,刘振前,李旭奎 (宁波大学外国语学院浙江宁波315211;山东大学外国语学院山东济南250100; 中国海洋大学外国语学院山东青岛266071) 摘要:本研究旨在探索词汇记忆策略训练对中国英语学习者词汇学习的效果,探索适合于学生的有效词汇记忆训练模式。研究以非英语专业一年级本科生为实验对象,其中实验1班只进行同化策略、分类组织策略、拼读策略三种词汇记忆策略的专门训练;实验2班除进行这三种记忆策略的专门训练外,还将训练内容渗透于英语日常教学中;实验3班在实验2班训练内容的基础上,又增加词汇记忆元认知意识的培养训练。对照班被试按常规进行词汇学习。实验结果表明,词汇记忆策略训练有助于非英语专业本科生词汇水平、词汇记忆技能的提高,并能在一定程度上提高其英语学习兴趣,改善词汇学习观念,促进词汇元认知策略、认知策略意识的提高。研究还表明词汇记忆策略训练辅以词汇元认知策略训练的效果相对更为明显。 关键词:词汇;记忆策略训练;认知策略;元认知策略 中图分类号:H319文献标识码:A文章编号:1000-5544(2008)01-0033-08 Abstract: This investigation is designed to examine the effect of mnemonic strategies training on Chinese EFL learners’ vocabulary learning with an attempt to construct an effective training model for these learners. The subjects of the study are first year non-English major undergraduates. Experimental class 1 have received training in grouping strategies, assimilation strategies and spelling strategies. Apart from the specific training of the three mnemonic strategies, these three strategies are also penetrated into daily language teaching for experimental class 2.In addition to the training received by class 2,experi-mental class 3 have received vocabulary meta-cognitive strategy training. The control class have learned English vocabulary in their usual way. The results show that mnemonic strategy training:1)improves the vocabulary proficiency level and vocabulary mnemonic strategies of the subjects;2)enhances the learners’ interest in language learning and improves their beliefs on vocabulary learning;3)improves their cognitive and meta-cognitive strategies concerning vocabulary learning. The results also reveal that mnemonic strategies training combined with meta-cognitive strategies training has better effect for the subjects. Key words: vocabulary; mnemonic strategies training; cognitive strategies; meta-cognitive strategies 第29卷第1期Foreign Language Education Vol.29 N 1.引言 词汇是一切语言技能的基础,学习者在进行第二语言的听、说、读、写、译活动时,都需要掌握一定量的词汇才有可能使这些活动继续下去。自20世纪70年代后期以来,出现了大量以英语为母语的学习者的词汇记忆