Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students

Autor/in	Zhao, Na
Titel	Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students
Quelle	In: English Language Teaching, 2 (2009) 4, S.123-129 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Metacognition; Second Language Learning; Second Language Instruction; Learning Strategies; Control Groups; Vocabulary Development; Questionnaires; Language Tests; Experimental Groups; College Students; Asians; Teaching Methods; English (Second Language); Pretests Posttests; Check Lists; Foreign Countries; Likert Scales; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wortschatzarbeit; Fragebogen; Language test; Sprachtest; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Checkliste; Ausland; Likert-Skala
Abstract	This paper attempts to tap the relationship between metacognitive strategy training and vocabulary learning of college students through a five week training program. It aims to answer the following question: Can metacognitive strategy training facilitate vocabulary learning of Chinese college students? Both questionnaire and tests were used in the study. One hundred and thirty-four students participated in the study; one class of 68 which received both cognitive vocabulary training and metacognitive training comprised the experimental group; the other class of 66 students served as the control group and received only cognitive strategy training without metacognitive component. The metacognitive strategy training for vocabulary learning of these students proved to be effective. The experimental group outperformed the control group in the post-training vocabulary test and the questionnaire displayed in what aspects the students improved on these metacognitive strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01