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本文构建了TCLTSP(Task-Contribution-Learner-Target-Strategy-Process)学习策略培训模式,并在英语、俄语专业新生中开展了以该模式为基础的外语学习策略培训,采用单因素重复方差分析和双因素混合设计方差分析法,探讨了培训对被试元认知的影响。结果显示,培训后,英语专业被试元认知显著提高,但三个月后不具持久性;俄语专业被试元认知显著提高,且三个月后具有持久性;被试元认知水平与专业的交互效应不显著。结果表明,对外语学习者进行学习策略培训是必要的和有效的,且为确保外语学习策略培训效果持久,可在外语学习初期开展培训,或于培训结束后反复练习强化效果。
This paper constructs a learning strategy training model based on Task-Contribution-Learner-Target-Strategy-Process (TCLTSP) and conducts training on foreign language learning strategies based on this pattern in freshmen of English and Russian. Repeated single-factor analysis of variance Two-factor mixed design analysis of variance, to explore the impact of training on the subject’s cognitive. The results show that after the training, the English majors ’cognition of test subjects increased significantly, but they did not persist after three months; the Russian majors’ cognition of test subjects increased significantly and persistence after three months; Interaction with the professional effect is not significant. The results show that it is necessary and effective to train foreign language learners in learning strategies. To ensure lasting effect of foreign language learning strategies training, training may be conducted in the early days of foreign language learning or repeated practice after the training.