1、毕业论文开题报告英语论元认知能力在英语自主学习中的作用一、论文选题的背景、意义（所选课题的历史背景、国内外研究现状和发展趋势）自20世纪70年代出现元认知这一概念以来，元认知理论受到了越来越多学者的重视。国外在第二语言习得方面的研究已证明元认知对学生的阅读理解、写作等有积极的影响。上世纪90年代中后期开始，国内的一些学者对元认知与外语学习的关系进行了研究，一些学者将元认知理论应用在英语阅读理解和写作的教学研究中,并关注其在教学方法中的作用。但到目前为止，国内基于元认知理论的学习策略的教学应用还未得到应有的足够的重视。随着高校招生规模的不断扩大，特别是近几年来本科层次的独立学院的快速发展，大学生
2、所表现出来的学习基本功底整体呈下降趋势，其学习的自主性普遍不强，不能很好地适应大学学习生活，最终不能圆满实现大学四年的学习目标，因此高校培养提高学生自主学习能力是迫切而必要的，理应成为高校的教学重点目标之一。二、研究的基本内容与拟解决的主要问题本论文拟解决的主要问题是对元认知能力的认识以及探讨其在英语自主学习的作用。本论文以作者对部分大学生就元认知能力的认识程度及英语自主学习能力的抽样调查获得第一手资料，分析了目前大学生自学能力的现状（大学生普遍英语学习功底差，有相当部分人大学四年无法考取大学英语四六级证书），并在此基础上，结合教学实践，提出了通过增强教师的元认知意识和提高学生的元认知水平来增
3、强学生的自主学习能力。对于造成问题的原因主要包括元认知意识薄弱、本身英语功底差、没有形成自己的一套学习策略。然后基于目的论及其应用，提出训练学生元认知能力对提高学生英语自主学习能力的突出作用。三、研究的方法和技术路线1研究方法本文通过对学生抽样调查所发现的常见问题进行研究分析。同时，运用对比分析法，一方面使问题更加突出，另一方面把客观问题具体化并加以比较分析，有利于认识问题产生的本质原因并给出相应的解决策略。2技术路线选取作者此前抽样调查中碰到的问题与导师及同学进行讨论。通过一系列的策略分析，让读者能从中了解到元认知能力在学生英语自主学习中的突出作用。此外，通过阅读相关的书籍、报刊、网上相关的
4、资料和期刊等方法收集有用的资料，并对这些资料进行概括、提炼和补充，结合自己的观点，来帮助完成论文的写作。3英文提纲如下OUTLINEANALYSISOFTHEROLEOFTHEMETACOGNITIONONTHEENGLISHLEARNINGTHESISSTATEMENTWHENITCOMESTORESEARCHTHEROLEOFTHEMETACOGNITIONONTHEENGLISHLEARNING,VARIOUSPROBLEMSWOULDARISEACCURATEMETACOGNITIONISREQUIREDTOPROMOTETHEABILITYOFENGLISHLEARNINGSOMET
5、ACOGNITIONTOTRAINSTUDENTSINLEARNINGENGLISHISVERYIMPORTANT1INTRODUCTIONMETACOGNITIONHASBEENAVERYMUCHCONCERNEDTOPICINENGLISHLEARNINGFORTHEPASTTWODECADESANDITISARGUEDTHATMECTACOGNITIONPLAYSANIMPORTANTROLEINENGLISHREADINGANDWRITINGBUTSOFAR，THEREISSTILLALACKOFRESEARCHONMECTACOGNITIONINCHINA11CONCEPTOFMEC
6、TACOGNITION12THEPROBLEMONENGLISHLEARNING2COMMONPROBLEMSANDCAUSESTHEMETACOGNITIONONTHEENGLISHLEARNING21COMMONPROBLEMS211THEPROBLEMSONENGLISHREADING212THEPROBLEMSONENGLISHWRITING22CAUSES221IGNORANCEOFBASEKNOWLEDGE222THEWEAKOFMETACOGNITIVEAWARENESS223OTHERS3METACOGNITIVETHEORIES31DEFINITIONOFMETACOGNIT
7、ION32METACOGNITIVEKNOWLEDGE33METACOGNITIVEKNOWLEDGEANDMETACOGNITIVESTRATEGIES4CONCLUSIONBYANALYZINGTHECAUSEOFPROBLEMSASWELLASTHEMETACOGNITIONONTHEENGLISHLEARNING,WEAREINABETTERPOSITIONTOUNDERSTANDTHEMETACOGNITIVEKNOWLEDGMOREACCURATE,WHICHWILLHELPTOPROMOTETHEABILITYOFENGLISHLEARNINGANDMASTER四、论文详细工作进
8、度和安排2009年9月20日10月24日确定论文题目2009年10月24日2009年12月20日指导老师下达任务书，学生提交开题报告，文献综述，2010年1月底前提交论文初稿2010年3月底前初稿、二稿的修改2010年4月底前三稿、四稿的修改2010年5月10日前定稿，提交按要求装订的论文终稿一式四份五、主要参考文献1VANDERGRIFT,L“ITWASNICETOSEETHATOURPREDICTIONSWERERIGHT“DEVELOPINGMETAEOGNITIONINL2LISTENINGCOMPREHENSION2002582BROWN,AFEWEINERTRHKLUWEMETAC
9、OGNITION,EXECUTIVECONTROL,SELFREGULATION,ANDOTHERMOREMYSTERIOUSMECHANISM19873BURKE,K1999,“THEMINDFULSCHOOLHOWTOASSESSAUTHENTICLEARNING”3RDED,SKYLIGHTTRAININGANDPUBLISHING,USAISBN15751715114周勇董奇学习动机、归因、自我效能感与学生自我监控学习行为的关系研究1994035汪玲郭德俊元认知的本质与要素其它论文心理学报2000046谢翔远元认知能力培养的认识与实践199801毕业论文文献综述英语论元认知能力在英语自
10、主学习中的作用一、前言部分（说明写作的目的，介绍有关概念，扼要说明有关主题争论焦点）元认知是认知主体（学生）对自己心理状态、能力、任务、目标、认知策略等方面的知识，同时又是认知主体对自身各种认知活动的计划、监控和调节。可见，元认知与学习者自主性紧密联系。本章通过调查学生在英语自主学习中暴露的问题以及对元认知的认识程度，分析其缘由，运用元认知知识提出解决方案。通过比较分析概述元认知能力在英语自主学习中的作用，突出其元认知能力对英语学习的重要。将元认知策略的培养作为重中之重，详细论述了元认知策略尤其是执行过程的三个组成部分计划、监控、评估对培养学习者自主性的作用，并讨论了如何培养学习者在外语学习中
11、使用这三种策略。二、主题部分（阐明有关主题的历史背景、现状和发展方向，以及对这些问题的评述）后设认知或译为元认知（METACOGNITION），这个名词由SWARTZ及PERKINS发明及定义。1即“COGNITIONABOUTCOGNITION“,“KNOWINGABOUTKNOWING“，简言之，就是对自己的认知过程（包括记忆、感知、计算、联想等各项）的思考。利用这种现象，我们可以用之于学习策略，让学生了解是一种个人控制及引导心智历程的现象。到自己的思想模式之同时，透过控制自己的思想模式，从而达至效果的学习方法。自20世纪70年代出现元认知这一概念以来，元认知理论受到了越来越多学者的重视。
12、国外在第二语言习得方面的研究已证明元认知对学生的阅读理解、写作等有积极的影响。上世纪90年代中后期开始，国内的一些学者对元认知与外语学习的关系进行了研究，一些学者将元认知理论应用在英语阅读理解和写作的教学研究中,并关注其在教学方法中的作用。但到目前为止，国内基于元认知理论的学习策略的教学应用还未得到应有的足够的重视。随着高校招生规模的不断扩大，特别是近几年来本科层次的独立学院的快速发展，大学生所表现出来的学习基本功底整体呈下降趋势，其学习的自主性普遍不强，不能很好地适应大学学习生活，最终不能圆满实现大学四年的学习目标，因此高校培养提高学生自主学习能力是迫切而必要的，理应成为高校的教学重点目标之
13、一。故要将元认知策略的培养作为重中之重，详细论述了元认知策略尤其是执行过程的三个组成部分计划、监控、评估对培养学习者自主性的作用，并讨论了如何培养学习者在外语学习中使用这三种策略。三、总结部分（将全文主题进行扼要总结，提出自己的见解并对进一步的发展方向做出预测）综合上述，元认知能力与学习者外语自主性学习能力紧密联系。通过研究，在学生外语学习中，元认知策略的运用得当对学习起促进作用，学生的自主性学习能力得到提高。可以预见，未来对元认知的研究将渐趋于火热，在教学过程中对元认知能力的掌握并运用将成未必需。四、参考文献（根据文中参阅和引用的先后次序按序编排）1VANDERGRIFT,L“ITWASNI
14、CETOSEETHATOURPREDICTIONSWERERIGHT“DEVELOPINGMETAEOGNITIONINL2LISTENINGCOMPREHENSION2002582BROWN,AFEWEINERTRHKLUWEMETACOGNITION,EXECUTIVECONTROL,SELFREGULATION,ANDOTHERMOREMYSTERIOUSMECHANISM19873BURKE,K1999,“THEMINDFULSCHOOLHOWTOASSESSAUTHENTICLEARNING”3RDED,SKYLIGHTTRAININGANDPUBLISHING,USAISBN157
15、51715114周勇董奇学习动机、归因、自我效能感与学生自我监控学习行为的关系研究1994035汪玲郭德俊元认知的本质与要素其它论文心理学报2000046谢翔远元认知能力培养的认识与实践199801（20_届）本科毕业设计英语论元认知能力在英语自主学习中的作用ANALYSISOFTHEROLEOFTHEMETACOGNITIONONTHEENGLISHAUTOLEARNINGCONTENTSABSTRACT61INTRODUCTION82REVIEWOFMETACOGNITIVESTRATEGY921DEFINITIONOFMETACOGNITION922DEFINITIONOFMETACOG
16、NITIVESTRATEGY923CLASSIFICATION1024IMPORTANCEOFMETACOGNITIVESTRATEGY103LANGUAGELEARNINGSTRATEGYTRAINING1131LANGUAGELEARNINGSTRATEGYTRAINING1232GOALSOFSTRATEGYTRAINING124METACOGNITIVESTRATEGYINENGLISHLEARNING1241METACOGNITIVESTRATEGIESINVOCABULARYLEARNING1242METACOGNITIVESTRATEGYINENGLISHREADINGCOMPR
17、EHENSION1343THEATTITUDESTOWARDSMETACOGNITIVESTRATEGIES155CONCLUSION166BIBLIOGRAPHY181INTRODUCTIONTHESTUDYHASBEENUNDERTAKENTOFINDOUTTHERELATIONSHIPSBETWEENMETACOGNITIVESTRATEGIESANDENGLISHLEARNINGFURTHERTHESTUDYEXPLOREDTHEINFLUENCEOFSUCHINSTRUCTIONSONLEARNINGMETACOGNITIONWASFIRSTDEFINITELYADVANCEDBYT
18、HEAMERICANPSYCHOLOGISTJHFLAVELL1976INTHE1970SHEPOINTEDTHATITHADUSUALLYBEENBROADLYANDRATHERLOOSELYDEFINEDASANYKNOWLEDGEORCOGNITIVEACTIVITYTHATTOOKASITSOBJECT,ORREGULATEDANYASPECTOFANYCOGNITIVEENTERPRISEITWASCALLEDMETACOGNITIONBECAUSEITSCOREMEANINGWAS“COGNITIONABOUTCOGNITION”FLAVELL，1985104SINCETHEN，T
19、HECONCEPTOFMETACOGUITIONHASBEENWIDELYCITEDANDSTUDIEDINTHEFIELDOFPSYCHOLOGY,EDUCATION，ANDLINGUISTICS，ETCWHATISCLEARFROMCOGNITIVEPSYCHOLOGYISTHATLEARNERSAREFARFROMPASSIVEINTHEIRLEARNING；RATHERTHEYAREACTIVELYINVOLVEDINMAKINGSENSEOFTHETASKSORPROBLEMSWITHWHICHTHEYAREFACEDINORDERTOLEARNWHENCONFRONTEDWITHA
20、LEARNINGTASK,LEARNERSHAVEVARIOUSRESOURCESATTHEIRDISPOSALANDMAKEUSEOFTHEMINDIFFERENTWAYSCOGNITIVESTRATEGIESAREONLYONEOFTHERESOURCESPEOPLEHAVEAVAILABLETOTHEMASWESHALLSEE，WEALSOMAKEUSEOFAVARIETYOTHERSTRATEGIESTOHELPUSTOLEARNSOMETHINGOVERTHEPASTFEWDECADESTHEREHASBEENAGROWINGAMOUNTOFRESEARCHINTOLANGUAGEL
21、EARNINGSTRATEGIESAUSEFULDISTINCTIONISMADEONLEARNINGSTRATEGIESBETWEENCOGNITIVEANDMETACOGNITIVESTRATEGIESCOGNITIVESTRATEGIESARESEENASMENTALPROCESSDIRECTLYCONCERNEDWITHTHEPROCESSINGOFINFORMATIONINORDERTOLEARN，THATIS，FOROBTAINING，STORAGE，RETRIEVALORUSEOFINFORMATIONMETACOGNITVESTRATEGIESOPERATEATADIFFERE
22、NTLEVELTHESE，WHICHINVOLVELEARNERSSTEPPINGOUTSIDETHEIRLEARNING,ASITWERE,ANDLOOKINGATITFROMOUTSIDESUCHSTRATEGIESINCLUDEANAWARENESSOFWHATONEISDOINGANDTHESTRATEGIESONEISEMPLOYING,ASWELLASKNOWLEDGEABOUTTHEACTUALPROCESSOFLEARNINGTHEYALSOINCLUDEALLABILITYTOMANAGEANDREGULATECONSCIOUSLYTHEUSEOFAPPROPRIATELEA
23、RNINGSTRATEGIESFORDIFFERENTSITUATIONSTHEYINVOLVEANAWARENESSOFONESOWNMENTALPROCESSANDABILITYTOREFLECTONHOWONELEARNS，INOTHERWORDS，KNOWINGABOUTONESKNOWINGTHEMAINPOINTATTHISSTAGEISTHATMETACOGNITIVEAWARENESSISIMPORTANTFOREFFECTIVELEARNINGDUETOTHEIMPORTANCEOFMETACOGNITIVELEARNINGSTRATEGIESINENGLISHLEARNIN
24、G,THEPRESENTSTUDYFOCUSEDONEXPLICITMETACOGNITIVESTRATEGYINSTRUCTIONANDITSIMPACTONLEXICALKNOWLEDGEIMPROVEMENTOFTHEEFLTECHNICALSTUDENTSITISASSUMEDTHATTHEMETACOGNITIVESTRATEGYTRAININGWILLHELPTOCHANGETHEPASSIVESTUDYHABITOFSTUDENTSLONGDEPENDINGONTHEIRENGLISHTEACHERSANDDEVELOPTHESTUDENTSINDEPENDENTLEARNING
25、ABILITIES2REVIEWOFMETACOGNITIVESTRATEGY21DEFINITIONOFMETACOGNITIONMETACOGNITION,ACONCEPTFIRSTPROPOSEDBYAMERICANPSYCHOLOGISTFLAVELL1979，REFERSTOONESKNOWLEDGEOFONESOWNCOGNITIVEPROCESSESANDONESCOGNITIONINREFLECTINGANDREGULATINGCOGNITIVEACTIVITIESITINCLUDESMETACOGNITIVEKNOWLEDGEANDMETACOGNITIVESTRATEGIE
26、SINTHEFIELDOFLANGUAGELEARNING，METACOGNITIVEKNOWLEDGEREFERSTOTHE“INFORMATION”STUDENTSNEEDTOACQUIRELANGUAGES，WHILEMETACOGNITIVESTRATEGIESAREGENERAL“SKILLS”STUDENTSUSETOFACILITATETHEIRLEARNINGWENDEN，1999THEYARETHETWOSIDESOFTHESAMECOINTORAISEMETACOGNITIVEAWARENESSAMONGSTUDENTS，STUDENTSSHOULDNOTONLYHAVEK
27、NOWLEDGEABOUTCOGNITIVEPROCESSESINLEARNING，BUTALSOHAVETHEABILITYTOCHOOSETHEMOSTEFFECTIVESTRATEGIESTOSOLVEPROBLEMSLIANDMUNBY,1996METACOGNITVEKNOWLEDGEISTHEBASISOFTHEUSEOFMETACOGNITIVESTRATEGIES22DEFINITIONOFMETACOGNITIVESTRATEGYACCORDINGTOOXFORD1990，“METACOGNITIVESTRATEGIESAREINDIRECTSTRATEGIESWHICHSU
28、PPORTLANGUAGELEARNING，ANDALLOWLEARNERSTOCOORDINATETHEIROWNLEARNINGPROCESS”OMALLEYANDCHAMOT1990DEFINEMETACOGNITIVESTRATEGIESASTHINKINGABOUTTHELEARNINGPROCESS，PLANNINGFORLEARNING，MONITORINGTHELEARNINGTASK,ANDEVALUATINGHOWWELLONEHASLEARNED”THEYAREDESCRIBEDASHIGHERORDEREXECUTIVESKILLS”OMALLEYANDCHAMOT，1
29、990THATHAVEANEXECUTIVEFUNCTIONWENDEN1991，P25USESTHETERM“SELFMANAGEMENTSTRATEGIES”TOREFERTOTHESAMETHINGASMETACOGNITIVESTRATEGIES，ANDDEFINESTHISGROUPOFSTRATEGIESASREGULATORYSKILLSUTILIZEDBYLEARNERSTOOVERSEEANDMANAGETHEIRLEARNING23CLASSIFICATIONINORDERTOCLASSIFYSPECIFICSTRATEGIESINTOGROUPS，WENDEN1991ID
30、ENTIFIESTHREEKINDSOFMETACOGNITIVESTRATEGIESACCORDINGTOTHEIRFUNCTIONSPLANNING，MONITORING，ANDEVALUATINGOXFORDS1990CLASSIFICATIONOFMETACOGNITIVESTRATEGIESISACOMPREHENSIVEATTEMPTSHEGROUPSSTRATEGIESINTOTHREECATEGORIESANDELEVENSUBCATEGORIESTHETHREEMAINCATEGORIESARECENTERINGYOURLEARNING，ARRANGINGANDPLANNIN
31、GYOURLEARNING,ANDEVALUATINGYOURLEARNINGOXFORD，1990，P137OMALLEYANDCHAMOTS1990FRAMEWORKOFCLASSIFICATIONISSIMILARTOWENDENS1991，BUTEXTENDSON1DENTIFYINGSOMEMAJORCOGNITIVEPROCESSESINSUBCATEGORIESBESIDESSELFMONITORINGANDSELFEVALUATION，OTHERFIVECOGNITIVEPROCESSESAREINCLUDEDINTOPLANNINGSTRATEGIESTHEYAREADVAN
32、CEDORGANIZATION,DIRECTEDATTENTION,FUNCTIONALPLANNING，SELECTIVEATTENTION,ANDSELFMANAGEMENTOMALLEYANDCHAMOT,1990，P119THEPRESENTSTUDYWILLMAINLYUSEOMALLEYANDCHAMOTS1990THREECATEGORYCLASSIFICATIONTODESCRIBEANDDISCUSSSTUDENTS，METACOGNITIVESTRATEGYUSEFORSOMESPECIFICMETACOGNITIVESTRATEGIESINTHESUBCATEGORYLE
33、VEL，SOMESTRATEGIESWHICHAREINTHEOXFORDS1990CLASSIFICATIONHAVEALSOBEENINCLUDED24IMPORTANCEOFMETACOGNITIVESTRATEGYALTHOUGHTHEREARESOMEDIFFERENCESBETWEENVARIOUSDEFINITIONSOFMETACOGNITIVESTRATEGY,ITSIMPORTANCEHASBEENSUPPORTEDBYANUMBEROFSTUDIESSTEINBERG1986FINDSOUTTHATSTUDENTSWITHGREATERMETACOGNITIVEABILI
34、TIESTENDTOBEMORESUCCESSFULINTHEIRCOGNITIVEEFFORTSANDERSON1991ARGUESTHATTEACHERSSHOULDEXPLAINTHEREASONSANDPURPOSESOFDIFFERENTSTRATEGYUSESTOLEARNERSINSTRATEGYTRAININGTHELESSSUCCESSFULLANGUAGELEARNERSMAYUSESTRATEGIES，BUTTHEYLACKTHEMETACOGNITIVEKNOWLEDGETOSELECTAPPROPRIATESTRATEGIESACCORDINGTODIFFERENTT
35、ASKREQUIREMENTSCHAMOT,2001OMALLEYETA11985ONCEMAKESSOMECOMMENTSONTHEIMPORTANCEOFMETACOGNITIVESTRATEGY,“STUDENTSWITHOUTMETACOGNITIVEAPPROACHESAREESSENTIALLYLEARNERSWITHOUTDIRECTIONOROPPORTUNITYTOREVIEWTHEIRPROCESS，ACCOMPLISHMENTS，ANDFUTUREDIRECTIONS”3LANGUAGELEARNINGSTRATEGYTRAINING31LANGUAGELEARNINGS
36、TRATEGYTRAININGTHERESULTSOFTHESTUDIESONSTRATEGYDESCRIPTIONANDCATEGORIZATIONHAVEFOUNDTHEIRIMPLICATIONSINLANGUAGEHELPINGLEARNERACCELERATETHELANGUAGELEARNINGIFLEARNERSARETOBEINAPOSITIONTOBEMADEAWAREOFDIFFERENTSTRATEGIESTHATCANHELPTHEMINTHEPROCESSOFLEARNING，THEYSHOULDBEFAMILIARWITHTHESTRATEGIESTHATAREAV
37、AILABLECHAMOTOMALLEY1994SUGGESTTHATLEARNINGSTRATEGYINSTRUCTIONMAYHELPLEARNERSINTHREEWAYSFIRSTLY,LEARNINGSTRATEGIESINSTRUCTIONCANHELPSTUDENTSTOBECOMEBETTERLEARNERS,SECONDLYSKILLINUSINGLEARNINGSTRATEGIESASSISTSTHEMINBECOMINGINDEPENDENTANDCONFIDENTLEARNERS，ANDFINALLY，THEYBECOMEMOREMOTIVATEDASTHEYBEGINT
38、OUNDERSTANDTHERELATIONSHIPBETWEENTHEIRUSEOFSTRATEGIESANDSUCCESSINLEARNINGLANGUAGESCOHEN1998EMPHASIZEDTHATSTRATEGYTRAINING，TEACHINGSTUDENTSHOWTOAPPLYLANGUAGELEARNINGANDLANGUAGEUSESTRATEGIES，ISEXPECTEDTOENHANCESTUDENTSEFFORTSTOREACH1ANGUAGEPROGRAMGOALSRESEARCHESINDICATETHATTEACHINGLEARNINGSTRATEGYTOST
39、UDENTSAREUSEFULANDMANYREACHESSUPPORTSTHEPOSITIVEEFFECTSOFTRAININGONSTRATEGIESINLANGUAGELEARNINGPERFORMANCEOMALLEYANDCHAMOT1990，ANDOXFORD1990FOUNDTHATSTRATEGIESINCLASSROOMINSTRUCTIONAREFUNDAMENTALTOSUCCESSFULLEARNINGANDTHEYALSOFINDTEACHERSWHOUSESTRATEGYTRAININGOFTENBECOMEENTHUSIASTICABOUTTHEIRROLESAS
40、FACILITATORSOFCLASSROOMLEARNINGANDTHEYAREMOREAWAREOFTHEIRSTUDENTSCOTTRELL1999CLAIMSTHATTHROUGHPRACTICEANDINSTRUCTION，LEARNERSUSEOFSTRATEGIESCANBEAUTOMATIZED32GOALSOFSTRATEGYTRAININGTHEGENERALGOALOFSTRATEGYTRAININGISTOTEACHSTUDENTSHOW,WHENANDWHYSTRATEGIESCANBEUSEDTOFACILITATETHEIREFFORTSATLEARNINGAFO
41、REIGNLANGUAGEBYEXPLICITLYTEACHINGSTUDENTSHOWTODEVELOPTHEIROWNINDIVIDUALIZEDSTRATEGYSYSTEMS,STRATEGYTRAININGISINTENDEDTOHELPSTUDENTSEXPLOREWAYSTHATTHEYCANLEARNTHETARGETLANGUAGEMOREEFFECTIVELY，ASWELLASTOENCOURAGESTUDENTSTOSELFEVALUATEANDSELFDIRECTTHEIRLEARNINGTHEFIRSTSTEPINTHISPROCESSISTOHELPLEARNERSR
42、ECOGNIZEWHICHSTRATEGIESTHEYALWAYSUSE，ANDTHENTODEVELOPAWIDERANGEOFSTRATEGIES，SOTHATTHEYCANSELECTAPPROPRIATEEFFECTIVESTRATEGIESWITHINTHECONTEXTOFPARTICULAR1ANGUAGETASKSELLISANDSINCLAIR19892DESCRIBETHISAIMASONEOFPROVIDINGLEARNERSWITHTHEALTERNATIVESFROMWHICHTOMAKEINFORMEDCHOICESABOUTWHAT，HOW,WHY，WHEN，AN
43、DWHERETHEY1EARNCARRELL1996EMPHASIZESTHATTEACHERSNEEDTOBEEXPLICITABOUTWHATTHESTRATEGYCONSISTOF，HOW，WHEN，ANDWHYITMIGHTBEUSED，ANDHOWITSEFFECTIVENESSCANBEEVALUATEDASCOHEN2003SUGGESTS，STRATEGYTRAININGAIMSTOPROVIDELEARNERSWITHTHETOOLSTODOTHEFOLLOWINGSELFDIAGNOSETHEIRSTRENGTHSANDWEAKNESSIN1ANGUAGELEARNING；
44、BEAWAREOFWHATHELPSTHEMTOLEARNTHETARGET1ANGUAGEMOSTEFFICIENTLY；DEVELOPABROADRANGOFPROBLEMSOLVINGSKILLS；EXPERIMENTWITHFAMILIARANDUNFAMILIARLEARNINGSTRATEGIESMAKEDECISIONSABOUTHOWTOAPPROACHALANGUAGETASK；MONITORANDSELFEVALUATETHEIRPERFORMANCE；ANDTRANSFERSUCCESSFULSTRATEGIESTONEWLEARNINGCONTEXTS4METACOGN
45、ITIVESTRATEGIESINENGLISHLEARNINGTHEIMPORTANTROLEOFMETACOGNITIVESTRATEGYONLANGUAGELEARNINGISBECOMINGMOREANDMOREPOPULARATTENTION41METACOGNITIVESTRATEGIESINVOCABULARYLEARNINGWITHREGARDTOVOCABULARYLEARNING，RESEARCHSHOWSTHATFORMOSTADULTLEARNERSDIRECTVOCABULARYINSTRUCTIONISBENEFICIALANDNECESSARY，DUETOTHEF
46、ACTTHATSTUDENTSARENOTABLETOACQUIRETHEMASSOFVOCABULARYJUSTBYMEANINGFULREADING，LISTENING，SPEAKINGANDWRITINGLEARNERSCANBETAUGHTEXPLICITLYHOWTOIMPROVETHEIROWNVOCABULARYBYTEACHINGTHEMAPPROPRIATEVOCABULARYLEARNINGSTRATEGIESINCONTRASTTOSIMPLYLETTINGSTUDENTSLEARNVOCABULARYINTHEIROWNWAYBROWNPERRY1991ELLIS198
47、5NOTESTHATWESHOULDREMEMBERTHATVOCABULARYLEARNINGALSOINVOLVESTHEUSEOFINDIVIDUALLEARNINGTECHNIQUESANDSTRATEGIESAIMSTOENHANCEUNDERSTANDINGOFTHEACQUISITIONPROCESSESTHATTAKEPLACEINTHELEARNERSMINDTHEREFOREADESCRIPTIONOFVOCABULARYLEARNINGSTRATEGIESCANBEUSEDASAGUIDELINETOHELP1EARNERSINTHEIRLEXICALACQUISITIO
48、NELLIS，1995SANAOUI1995REPORTTHATTHEREARETWOAPPROACHESTOVOCABULARYLEARNINGAMONGSTUDENTSASYSTEMATICAPPROACHANDUNSYSTEMATICAPPROACHINSYSTEMATICAPPROACHLEARNERSWEREMOREORGANIZEDANDINDEPENDENT，USEDEXTENSIVERECORDSOFLEXICALITEMS，ANDREVIEWEDWORDSMOREOFTENINUNSYSTEMATICAPPROACH，LEARNERSWEREDEPENDENTONTHECOU
49、RSE，USEDMINIMALORNORECORDSOFLEXICALITEMS,ANDREVIEWEDWORDSLITTLEORNOTATALLCODY1997，ARGUINGONTHEIMPORTANCEOFCONTEXTINVOCABULARYLEARNINGRECOMMENDEDTHEUSEOFVOCABULARY1EARNINGSTRATEGYINSTRUCTIONAPPROACHTOENHANCE1EXICALACQUISITIONTHEPROPONENTSOFTHISAPPROACH1EARNINGSTRATEGYINSTRUCTIONALSOBELIEVETHATCONTEXTISTHEMAJORSOURCEOFVOCABULARYLEARNINGBUTTHEYEXPRESSSOMESIGNIFICANTRESERVATIONSABOUTHOWWELLSTUDENTSCANDEALWITHCONTEXTONTHEIROWNASARESULT，THEREISCONSIDERABLEEMPHASISONTEACHINGSPECIFICLEARNINGSTRATEG
