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大学英语教学中应用认知策略的实证分析.docx

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大学英语教学中应用认知策略的实证分析 摘要：认知策略是一种有效的语言学习方法，可以促进学生学习英语的效果。本文基于文献综述的研究方法和实证分析的方法，考察了大学英语教学中应用认知策略的实证研究。本研究发现，认知策略在大学英语教学中具有显著的促进作用，可以提高学生的阅读理解和听力能力。本文的研究结果可以提供大学英语教师和学生有效的学习方法和策略。 关键字:认知策略，大学英语教学，实证研究 Introduction Inrecentyears,cognitivestrategieshaveemergedaseffectivemethodsforlanguagelearningandteaching.Cognitivestrategiescanbedefinedas“theconsciousanddeliberateuseoflearningstrategiesthatenhancecomprehension,retrieval,anduseofinformationfromallsources,includingtexts,lectures,anddiscussions”(Menard-Warwick,2008).WiththeincreasingimportanceofEnglishintoday’sworld,cognitivestrategieshavebeenincreasinglyusedinEnglishlanguageteaching(ELT). TheaimofthispaperistoexaminetheempiricalresearchontheuseofcognitivestrategiesinuniversityEnglishlanguageteaching.ItwillfirstprovideabriefoverviewofcognitivestrategiesbeforeexaminingtheempiricalevidenceontheiruseinEnglishlanguageteaching.Finally,itwilldrawconclusionsandsuggestrecommendationsforfutureresearch. OverviewofCognitiveStrategies Cognitivestrategiesrefertolearningtechniquesthathelpstudentstoimprovetheirunderstandingandmemoryofinformation.Thesestrategiesinvolveacombinationofmentalprocessessuchasplanning,monitoringandevaluation,andcanbedividedintotwocategories:directandindirectstrategies.Directstrategiesrefertospecificandintentionalactionsthatlearnersusetoaidintheirlanguagelearning,whereasindirectstrategiesrefertothebroader,moregeneralcognitiveabilitiesthatsupportlearning,suchasattention,memoryandmotivation(Oxford,1990). Directcognitivestrategiesincludemetacognitive,cognitive,andsocial/affectivestrategies(Oxford,1990).Metacognitivestrategiesrefertoself-managementmethodsthatlearnersusetocontrolandregulatetheirownthoughtprocesses,suchasplanning,monitoringandevaluatinglearning(Flavell,1976).Cognitivestrategiesinvolveusingmentalprocessestoenhanceone’sunderstandingandmemoryofinformation.Examplesofcognitivestrategiesincludesummarizing,note-taking,andunderliningkeypointsinatext.Social/affectivestrategiesinvolveinteractionswithotherstosuppor