英语论文网

Abstract:The modern foreign educational practices are more appropriate to the improvement of students’intercommunication ability, and to boost their integration skills. During the teaching of this course the training and improvement of students’ listening and speaking ability and integration ability is very important. The current English teaching materials are rich and the differences among the students are very visible. In order to make up these limitations the training of self-regulated learning is necessary. From the questionnaires of self-regulated learning ability and the application of meta-cognitive strategy and the pre-test in the Secondary Vocational School (SVS) Students, we find their self-regulated learning abilities to be very low and the examination scores are equally low. Are the examination scores related to the self-regulated learning ability? How can self-learning ability be improved? In order to test the two questions the writer made an experiment for this thesis. Before the experiment the writer chose two parallel classes (one is as an experimental class and the other is as a control class) the two classes levels were the same. To the experimental students (Class 0701) the writer made a 20-weeks experiment. The meta-cognitive learning strategy aims to provide learners with the tools to do the following: to self-diagnose their strengths and weaknesses in language learning; to set up learning objects; develop a broad range of problem-solving skills and take decisions about how to approach a language task. Some meta-cognitive learning strategy trainings were adopting into English listening, reading, and writing learning activities during the integration classroom teaching. During the listening activities, 5 meta-cognitive strategies were introduced. During the reading activities, 5 meta-cognitive strategies were used. During the writing activities, 3 main meta-cognitive strategies were explained. During the training course, the experimental students undertook some supervision; of their own learning results, they also make some evaluations and revisions. However, to the control class (Class 0702) the writer only carried on the normal teaching (having no meta-cognitive strategy training). After the experiment, the writer acquired some data about the two classes........................... Contents 1 Introduction 1 2 Literature Review 3 2.1 The origin and development of self-regulated learning ability 3 2.2 Defining self-regulated learning 5 2.2.1 The definition and characteristic of self-regulated learning 5 2.2.2 Sub processes of Self-Regulated Learning 7 ...................................................... 2.5 Some considerations: 12 3 Investigation and Analysis Prior to the Experiment 14 .......................................................... 4 Training of Meta-cognitive Learning Strategy 19 4.1 The comprehension of meta-cognitive strategy training 19 4.2 The Goals of meta-cognitive learning strategy and training 19 ...................................................................... 4.3.4 Self-evaluation of meta-cognitive learning strategy training 30 5 Analysis and Findings on conclusion of the Experiment 32 ................................................................................ 5.4 Findings 35 6 Conclusion 37 Reference 39 Appendix 42 Appendix 1 42 Appendix 2 45 Appendix 3 47 Appendix 4 48 Appendix 5 49 Appendix 6 50 Appendix 7 51 Appendix 8 52 Appendix 9 53 Append