Pappa E, Zafiropoulou M, Metallidou P
Department of Education, University of Thessaly, Volos, Greece.
Percept Mot Skills. 2003 Jun;96(3 Pt 1):773-86. doi: 10.2466/pms.2003.96.3.773.
Although less skilled learners may improve their abilities through training in strategies used by successful learners, only a few studies have addressed the question of metacognitive strategy training in contexts in which foreign language is learned. This study intended to investigate whether strategy instruction on semantic mapping would produce more successful comprehension in English as a Foreign Language if a boost to students' integrative motivation was included. A sample of 119 Greek students, 14 to 15 years old, of both sexes participated. Strategy training was provided to two experimental groups, with one of them having motivation boosting. One group received only integrative motivation boosting and the control group received no strategy training or boosting, but participated in pre- and posttesting. Results imply that only the students who received intervention, either in the form of metacognitive strategy training or a boost to their integrative motivation or as a combination of these, improved their performance in English reading comprehension in the posttest phase.
虽然不太熟练的学习者可以通过训练成功学习者所使用的策略来提高自身能力，但只有少数研究探讨了在外语学习环境中的元认知策略训练问题。本研究旨在调查，如果增强学生的融合动机，那么语义映射策略教学是否会在外语学习中产生更成功的理解效果。研究样本包括119名年龄在14至15岁之间的希腊学生，男女皆有。两个实验组接受了策略训练，其中一组增强了动机。一组只接受了融合动机增强，而对照组没有接受策略训练或增强，但参与了前后测试。结果表明，只有接受干预的学生，无论是元认知策略训练形式、融合动机增强形式还是两者结合的形式，在测试后阶段的英语阅读理解表现有所提高。
