JuniormiddleschoolEnglishVocabularyLearningSraegies_开题报告

一、文献综述

1 Vocabulary autonomous learning ability

1.1 Autonomous Learning and autonomous learning ability 

    Autonomous learning is a hot topic in recent years. A large number of researchers are concerned about this topic and have done some research in this area. It has a natural connection with metacognitive strategies. Many scholars and researchers try to define autonomy from different aspects and perspectives. However, there are many definitions and understandings of terms. The concept of autonomy of Holec, as the earliest one, is mainly used in the field of education. Horlock (1981) points out that autonomy or ability is responsible for one's own learning. His definition of learner autonomy is an ability.

         Zimmerman (1994) systematically studied autonomous learning and summarized three distinct characteristics: effective use of metacognition, learning motivation, learning behavior; feedback and regulation of learning methods through self-learning strategies; when and how to use it; learning strategies and responses. Zimmerman created a complete and systematic self learning framework. The framework includes six dimensions: motivation, method, time planning and time management, self-regulation, environmental choice and sociality. If learners can master the above points, the process of autonomous learning is complete. As a representative of cognitive constructivism, Flavell holds that autonomous learning is a measure of learners'metacognition and adjusts their learning strategies according to learners' metacognition. Master your own learning ability and tasks. Pang (2000) pointed out that autonomous learning is a process of self-determination of learning goals, self-selection of learning strategies, self-regulation and evaluation of the learning process.

     Shu (2004) points out three aspects of self-learning attitude, ability and environment. Learners pay more attention to their learning with a positive attitude. Xu (2007) pointed out that autonomous learning includes clear teaching objectives, the establishment of learning objectives, the effective use of learning strategies, autonomous learning strategies and the evaluation of learning effects. The RIM effect is in five aspects. Based on these five dimensions, the university students are investigated. The results show that college students'autonomous learning ability is generally low, especially in planning, standardizing learning strategies, and evaluating learning effects. Whatever the definition, it can be summarized as autonomous learning is an organic combination of planning, monitoring and evaluation.

1.2Vocabulary autonomous learning ability 

     Many independent scholars have explored a series of research results, which show that the essence of vocabulary learning is that learners can make specific learning goals, make appropriate learning plans and choose their own learning strategies according to their own actual situation. ELF the process of evaluating learning effectiveness. Autonomous vocabulary learning ability is to cultivate students'autonomous vocabulary learning ability, such as the requirements of teaching knowledge and teaching objectives;.

2 The relationship between metacognitive strategies and autonomous learning ability

After research, Benson (2001) pointed out that "autonomous learners know how to effectively learn, they can not rely on teachers, autonomous and active use of learning strategies, learning tasks." Plan to train and improve learners, select appropriate learning tasks, adopt effective learning mode, monitor and manage the learning process, and evaluate the learning effect. Therefore, the use of metacognitive knowledge and strategies, learners can achieve their status as the main body, and under the supervision of teachers, can consciously complete the entire learning process, so as to achieve real learning purposes. We can see that metacognitive strategies are closely related to autonomous learning ability.

     Students play a central role in vocabulary learning. They decide the strategies they use, the content and the process of learning. They also adjust the learning process to assess and summarize their academic performance and performance. The above process is embodied in the application of metacognitive strategies. Metacognition plays an important role in the process of students' autonomous learning. Metacognition is a part of autonomous learning. One of the objectives of modern foreign language teaching is to help every student master effective learning strategies. Therefore, it is necessary for teachers to use metacognitive strategies in the teaching process, because metacognitive strategies are an important guarantee for students to complete their learning tasks, have a strong interest in learning, and eventually become truly autonomous learners.

二 ^范文提纲

1.Introduction1

1.1Research background1

1.2Research significanc2

2.The studies on metacognitive strategies abroad and at home3

2.1The studies on metacognitive strategy abroad3

2.2The studies on metacognitive strategy at home4

3.Theoretical framework5

3.1Metacognitive strategies5

3.1.1 Definition of Metacognition strategies5

3.1.2Definition of metacognitive strategies6

3.1.3The composition of Metacognitive Strategies6

3.2Vocabulary autonomous learning ability7

3.2.1Autonomous Learning and autonomous learning ability7

   3.2.2Vocabulary autonomous learning ability8

3.3The relationship between metacognitive strategies and autonomous learning ability8

4.Research Methodology9

4.1Research objective9

4.2Research object9

4.3Experimental process9

4.4 The analysis of interview10

5.Pedagogical Implications and Limitations of the study12

5.1Pedagogical Implications12

5.2Limitations of the study13

Reference14

Reference

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[8]Cottrell, N.J. The Study Skills Handbook[M]. London: Macmillan Press,2011

[9]Elks, R. The Study of Second Language Acquisition[M]. Beijing: Foreign Language Teaching and Research Press, 2009

[10]Flavell, J.H. Metacognition and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry[J].American Psychologist, 2014(01)