後設認知策略訓練對英文低成就者的抽象單字學習、學習動機及後設認知的影響。

THE EFFECTS OF METACOGNITIVE STRATEGY TRAINING ON LOW ENGLISH ACHIEVERS’ ABSTRACT VOCABULARY LEARNING, LEARNING MOTIVATION, AND METACOGNITIVE AWARENESS

張曉娟(Hsiao-Chuan Chang)

指導教授 ： 中澤一亮

元智大學/人文社會學院/應用外語學系/碩士(2009年)

https://doi.org/10.6838/YZU.2009.00156

摘要

對人們而言，擁有大量的字彙是不可或缺的。然而單字的教與學可能經常被英文教師及學生們所忽略(Zimmerman, 1997)。近來針對單字學習的研究(Chang, 2006; Norbert & Diane, 1993; Wu, 2005)已大力推薦認知策略對於英文學習者單字學習的正面影響。相較於具體單字，抽象單字的理解過程是非常不同且會增添學習者在理解字義上的困難度(Schwanenfluge, 1991)。低成就學習者和學習障礙者的學習有著極大的相似度,特別在於處理抽象單字方面。對學習障礙者而言，抽象單字的學習造成他們較大的困難(Msatropieri et al., 1999)，所以同樣地，當英文低成就者在學習抽象單字時，他們會比平庸及成功學習者面臨到更大的學習困難。
此外，研究(Chen, 2006)指出高職生缺乏強烈的學習動機，不主動參與英語活動，且對於英語的學習採取被動的態度。再者，英文低成就的學生缺乏後設認知學習策略(Vann & Abraham, 1990)。後設認知被視為是與學習最相關的因素之一(Brown, 1978; Flavell, 1976, 1979; Glaser, 1990; Veenman & Elshout, 1995; Wang, Haertel, & Wallberg, 1990, 1993)，與學習動機有顯著的關聯性(Brown, 1978)。
因此，為了改善高職生的英語學習現況，本研究藉著後設認知策略訓練的執行，進而探討此訓練對於私立高職學生的抽象單字學習、學習動機及後設認知技能的影響。目前，尚未有相關的研究是結合後設認知策略訓練及六個抽象單字學習策略的教學，特別是針對英語為外語的私立高職低成就學生。
本研究結果指出，經過後設認知策略訓練，台灣的英文低成就學習者可以有效的監控及處理抽象單字的學習，提升他們的學習動機，及喚醒他們的後設認知技能。除此之外，大多數的學生對於後設認知的策略訓練有著正面的認知及反應。對於英文教師們，倘若希望能給予那些在學習上較無動機的低成就者更有效的教學與指導，透過後設認知的策略訓練來幫助這群學子們，相信這會對他們未來的教學指導上極有幫助。

關鍵字

策略 ； 抽象單字 ； 低成就學習者 ； 高職生 ； 學習動機 ； 後設認知

並列摘要

It is very crucial for people to acquire rich vocabulary, yet vocabulary teaching and learning might be the part often neglected by English teachers and learners (Zimmerman, 1997). Recent studies (Chang, 2006; Norbert & Diane, 1993; Wu, 2005;) on vocabulary learning have largely suggested the positive impact of English language learners’ awareness of cognitive strategies on the development of their vocabulary learning. However, the processes of understanding abstract words were very different and caused learners greater difficulty understanding the meaning of words (Schwanenfluge, 1991). There are considerable similarities between low achievers and learning disabled students (Ysseldyke et al., 2001), such as dealing with abstract words (Msatropieri et al., 1999).
Therefore, while learning English abstract words, EFL low achievers especially may face more difficulties than EFL medium or high achievers. Moreover, vocational senior high school students do not have strong learning motivation, do not actively engage in English activities, and have passive attitudes toward English learning (Chen, 2006). Further, the low English achievers lack metacognitive strategies (Vann & Abraham, 1990). Metacognition has been recognized as a most relevant predictor of learning (Brown, 1978; Flavell, 1976, 1979; Glaser, 1990; Veenman & Elshout, 1995; Wang, Haertel, & Wallberg, 1990, 1993). Besides, there was a strong connection between metacogniton and motivation (Brown, 1978).
Accordingly, in order to improve the unsatisfactory status quo of vocational senior high students’ English learning, the Metacognitive Strategy Training (MST) was conducted to investigate its effects on the private vocational senior high school students in terms of their abstract vocabulary learning, learning motivation, and metacognitive awareness. There is as yet no related study that combines Metacognitive Strategy Training and abstract vocabulary learning strategies, particularly with EFL low achievers at a private vocational senior high school.
The findings indicate that after the metacognitive strategy training, low English achievers in Taiwan can effectively regulate and manage their comprehension of abstract vocabulary learning process, increase their learning motivation, and raise their metacognitive awareness. In addition, the perceptions from most of the participants for the Metacognitive Strategy Training are positive. For those English teachers who are avid to probe into the more effective instruction and guidance to their less successful learners, it is recommended that the training of metacognitive strategies might be helpful for them.

並列關鍵字

strategies ； abstract vocabulary ； low English achievers ； vocational senior high school students ； motivation ； metacognition

參考文獻

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