Effects of Intervention on Self-Regulated Learning for Second Language Learners  

第二语言学习者自我调节学习能力培训的实证研究（英文）

作　　者：于璐 罗文倬 Felicia Lincoln 

机构地区：[1]天津医科大学医学英语与健康传媒学院 [2]阿肯色大学教育统计与研究方法系 [3]阿肯色大学课程与教学系

出　　处：《Chinese Journal of Applied Linguistics》2017年第3期233-260,349,共29页中国应用语言学（英文）

摘　　要：The study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes： goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included mukiple outcome variables, which were grouped into three categories： students＇ motivational beliefs, students＇ strategy use, and students＇ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.本研究调查了在常规课堂对第二语言学习者进行自我调节学习能力培训的效果。培训历时九周,培训内容基于齐默曼自我调节学习的三阶段过程框架,包括学习动机(自我效能,目标导向,归因),语言学习策略以及资源管理策略。通过分析多个自我调节学习能力变量和第二语言能力,该研究证实了将自我调节学习能力的培训结合到二语课堂的有效性,同时探讨了该研究部分实验结果与国外同类研究存在差异的原因(如语言学习情景和任务的特点;文化价值差异等)。本研究是将自我调节学习能力这一教育心理学领域的理论引入第二语言教学研究的有意义的尝试。

关 键 词：self-regulated learning second language learning learning strategies second language proficiency 

分 类 号：H09[语言文字—语言学]