元认知策略对阅读词汇量的补偿作用

The Balancing Effect on Vocabulary Made by Metacognitive Strategies

伴随素质教育深入发展,现代教育愈来愈关注如何能够使学生的学习更加省时、省力、高效。毫无疑问,这将涉及一系列学习策略的研究。而元认知策略作为近年来的新兴研究方向,其对语言学习效果的显著影响日益引起广大策略研究者的关注。本文在简要介绍元认知相关理论背景的情况下,通过实证研究肯定元认知策略在英语阅读中的巨大作用,同时发现这一高水平的认知策略可以在一定程度上弥补低水平字词识别的不足。因而,作者提出几点关于该策略培训内容的尝试性建议,以期为今后的语言教学研究提供一条新思路。

With the further development of quality education, modern education are more concerned about the question, ＂how can study take less time, less effort and be more efficient？＂ Undoubtedly, to answer this question will entail the research of a series of learning strategies. And the metacognitive strategy, as a new research direction in recent years, increasingly arouse interest of strategy researchers because of its significant effect on language learning. This paper briefly describes the metacognitive theories at first, and then verifies the important role played by metacognitive strategies in English reading with empirical studies. Meanwhile, the author find that cognitive strategies to a certain extent, could balance inadequate level of word recognition. Thereafter, the authors make some suggestions on the strategy training, attempting to provide a new thought for the future language teaching and research.