英语学生的元认知与学习时间分配策略

The metacognition and strategy of study-time allocation among English learners

本文研究了英语专业学生的元认知对其学习时间分配策略的影响。研究由三个互为印证的实验组成,结果表明当受试没有足够时间学习所有学习项目时,他们把比较多的时间分配在由元认知判断为易学的项目而不是难学的项目上,测验期待对这一策略的影响尤其明显;当学习材料较短时,受试分配较多学习时间给难学的项目;在较强的时间压力下,受试倾向于学习易学项目,而在中等时间压力,学习项目的趣味性对学习时间分配策略有明显影响。研究得出初步结论认为学习者使用元认知指导自己的学习过程,元认知指导下的策略在控制学习进程发挥作用。本文最后讨论了与元认知和学习策略的研究范式有关的问题。

The present research investigated the effects of metacognition on the strategy of study-time allocation among English learners in China. Three experiments were conducted to corroborate their findings each other. It was indicated that when subjects had insufficient time to learn all items they allocated more time to the judged-easy items than to the judged-difficult items on the basis of their metacognitive judgments, test expectancy had a strong effect on such strategy particularly. When the learning materials were shorter, they allocated more time to the more difficult items. Under the high time pressure, the subjects preferred to learn the easy items, whereas, under the moderate time pressure, the judged interest of the learning materials influenced the strategy of study-time allocation significantly. The research elicited a preliminary conclusion that learners the metacognition to guide their learning processes and the metacognitive strategies functioned in controlling learning processes. The relevant questions in the research paradigm for metacognition and learning strategies were also discussed.