1、大連理工大學(xué)碩士學(xué)位論文元認(rèn)知策略培訓(xùn)對(duì)英語(yǔ)自我效能的影響對(duì)八個(gè)大學(xué)預(yù)科班學(xué)生的個(gè)案研究姓名：劉啟迪申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師：張學(xué)忠20081201元認(rèn)知策略培訓(xùn)對(duì)英語(yǔ)自我效能的影響一對(duì)八個(gè)人學(xué)預(yù)科班學(xué)生的個(gè)案研究TheImpactofMetacognitiveStrategiesTrainingonEnglishSelfefficacyACaseStudyofEightPreparatoryCollege

2、StudentsAbstractIllthefieldofsecondlanguageteachingandlearningduringthepastfewdecadeslearningstrategieshavebeenattractingpeople’sinterestsResearchesconcerninglearningstrategiesandtheirtrainingbeganinthe1970sinthewesternc

3、ountriesand1980sinChinaAsonepartoflearningstrategies，metacognitivestrategieshavebeenprovedtobethehigher—orderexecutiveskill，whichplayacriticalroleinlanguagelearningResearchesonmetacognitivestrategiesandtheirtraininghavep

4、rovedthatmetacognitivestrategiesarecloselyrelatedwithEnglishachievements，andmostresearchesareconductedtoexploremetacognitivestrategiestrainingoneithergeneralEnglishlearning，orspecificEnglishskillssuchasreadinglisteningwr

5、itingspeakingpronunciationandvocabularyYet，SOfarmostofthetrainingsareprovedtoberelatedwithEnglishperformanceorperformanceofspecificskillsasevidencefortheireffectivenessHowever，theimprovementofEnglishperformanceisnottheon

6、lywaytojudgetheeffectivenessofmetacognitvestrategiestrainingsStrategytraining伽beeitherlongtermorshorttermForlongtermtraining，theaimistoimprovelanguageachievements；andforshorttermtrainingthemajortaskistoraisetheawarenesso

7、fstrategyuse，givelearnersfullexplanationandpracticeopportunityandmakethemconfidentaboutthemselvesaslearnersSOastokeepusingthesestrategiestoachievebetterachievementsinfurtherstudyThus，thetrainerdesignsthepresentresearchto

8、givemetacognitivestrategiestrainingtoeightpreparatorycollegestudentsinan“afterclasscooperativelearninggroup”，andtoexploretheimpactofthistrainingonsubjects’EnglishselfefficacyEightsubjectsparticipatedinthis“afterclasscoop

9、erativelearninggroup”andreceivedmetacognitivestrategiestrainingfor10weeksduringsummervacationQuestionnairesandinterviewsareconductedbothbeforeandaftertrainingBesides，learnerprofilesareestablishedforeachsubjectteportonthe

10、irgoal，plan，performance，selfmonitoringandselfevaluationLearnerdifferencesarealsotakenintoconsiderationinthisstudyBothquantitativeresultsandqualitativeresultsareanalyzedandmajorfindingsateasfollows：First，sevensubjects’use