英语学习成绩优秀者情感因素自我修补——元认知调节视角下的研究

Good English learner’s Self-repair of Emotional Factors——Research under the meta-cognition

为探求英语学习成绩优秀者情感因素的自我修补,对558名不同专业大学生的英语学习过程状况跟踪调查,探索出元认知调控程度与学习者情感因素——考试焦虑、成就动机和考试成绩的链环轨迹为:元认知调节策略的使用与学生的英语水平之间存在着正迁移关系,而认知谱仪却标明各等级学生间均无显著差异,这揭示出"认知调节"在元认知策略培训中的核心作用,弥补了Flavell情感因素元认知中因过分强调情感因素概念的映射而过于静态所带来的理论解释偏差,进一步验证元认知策略培训对英语学习成绩优秀者情感因素自我修补的积极促进作用。

To find out the self-repair of good English learner’s emotional factors,we investigated 558 undergraduates of different majors,and we found that the relationship between meta-cognitive control and learner’s factors,test anxiety,achievement motivation and test scores,which was that the relationship between meta-cognitive strategy and learner’s English was positive transfer.While the cognition spectrum displayed that there was no significant difference among various students.