双语教学中元认知策略与学科成绩相关性研究  

An Empirical Study on the Correlation between Metacognitive Strategies and Bilingual Achievements of Non-English Majors

作　　者：钱秀芸[1] 

机构地区：[1]长江大学外国语学院,湖北荆州434023

出　　处：《长江大学学报（社会科学版）》2010年第5期40-41,62,共3页Journal of Yangtze University（Social Sciences Edition）

基　　金：长江大学教学改革资助项目(JY0907)

摘　　要：以本科生为研究对象,采用问卷调查等定量研究方法,旨在调查他们双语教学中元认知策略的使用状况,通过对比双语教学和非双语教学班元认知策略使用上的差异,揭示元认知策略与学科成绩的相关关系,以便发现在双语学习中,本科生使用元认知策略对学科成绩可能产生的积极作用。Based on the fact that metacognitive strategies used by non-English majors in bilingual class is rarely targeted,the present article,by analyzing data elicited through a metacognitive strategies questionnaire,attempted to investigate the differences in strategy use between the students in bilingual class and other students in Yangtze University,and to examine the correlation between their strategy employment and bilingual achievements,in the hope to explore the contribution of metacognitive strategies to bilingual achievements.The implication of the investigation was also discussed.

关 键 词：双语教学 元认知策略 学科成绩 

分 类 号：H319[语言文字—英语]