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研究生:劉佩玉
研究生(外文):Pei-yu Liu
論文名稱:後設認知策略教學對國小學童英語拼字學習之效益研究
論文名稱(外文):The Effects of Metacognitive Strategy Instruction on EFL Primary School Students’ Spelling Performance
指導教授:魏式琦魏式琦引用關係
指導教授(外文):Shyh-chyi Wey
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:英文
論文頁數:86
中文關鍵詞:後設認知策略教學英語拼字後設認知策略後設認知
外文關鍵詞:spellingmetacognitionmetacognitive strategymetacognitive strategy instruction
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本研究旨在探討後設認知策略教學對國小學童英語拼字學習之效益。本研究檢驗實施後設認知策略教學後,國小學童後設認知能力及英語拼字能力之差異。此外,本研究更進一步探究後設認知策略教學、後設認知能力以及英語拼字表現三項變數間之關係。
本研究採用準實驗設計的方式,以南投縣康壽國小六十位五年級學童為對象,其中三十位學童接受為期十週的後設認知策略教學。研究工具包含一份後設認知量表及兩份拼字測驗。在資料分析方面,本研究採用共變數分析檢測後設認知教學之成效,並採用徑路分析探究各變數之關係。
本研究的主要發現摘述如下:
一.後設認知策略教學能有效提升學童的後設認知能力。
二.後設認知策略教學能有效提升學童的英語拼字表現。
三.學童的後設認知策略教學對學童的後設認知能力之提升有直接效果,對拼字能力的提升有間接效果。亦即,設認知策略教學能提升學童的後設認知能力,而藉由此後設認知能力的提升,學童的拼字能力也能有所提升。
本研究結果顯示後設認知策略教學之正面效益,據此建議英語教師正視後設認知能力的重要性,並將後設認知策略教學融入英語課程中,透過後設認知能力的強化,提升學生的學習成就。
The major concern of the current study is to examine the effects of explicit metacognitive strategy instruction (MSI) on primary school students’ spelling performance. Specifically, the current study explored if the MSI promoted students’ metacognitive skills and spelling performance. Moreover, it also probed the relationship among the MSI, metacognitive skills, and spelling performance. A quasi-experimental method was employed in the current study in which 60 fifth graders from Kang-Shou Elementary School in Nantou were recruited as participants. The instruments comprised of a metacognitive strategy questionnaire (MSQ) and two spelling tests. As for data analysis, qualitative methods of ANCOVA and path analysis were performed to examine the effects of the MSI. The major findings are stated as follows: (1) After receiving the MSI, students in the experimental group significantly outperformed their counterparts in the control group in MSQ posttest. (2)After receiving the MSI, students in the experimental group significantly outperformed their counterparts in the control group in spelling posttest. (3)Metacognitive skills played a role as an intermediary which were promoted by the MSI and consequently resulted in improving students’ spelling performance. The results of the current study may help sensitize English teachers to take account of the important role of metacognitive skills in successful learning. Accordingly, it is suggested that English teachers comprise the MSI as part of English courses to facilitate students’ learning.
Abstract (Chinese)…………………………………i
Abstract (English)……………………………………………………………ii
Acknowledgement………………………………………iii
Table of Contents .....................................iv
List of Tables ...................................vi
List of Figures..............................vii
List of Appendices .....................viii

CHAPTER ONE INTRODUCTION.........................1
Background of the Study ................1
Purpose of the Study ...................................3
Research Questions ............................................................................................4
Research Hypotheses .........................................................................................4
Definition of Terms ............................................................................................5
Significance of the Study ...................................................................................7

CHAPTER TWO LITERATURE REVIEW .................................................................8
Metacognition.........................................................................8
Metacognitive Strategies ..............................................................12
Metacogntiion and Learning....................................................................15
Studies on Metacognitive Strategy Instruction and Language Learning…......17
Summary......................................................18

CHAPTER THREE RESEARCH METHODOLOGY ................................................20
Research Design.............................................................................20
Participants...............................................................21
Instruments.......................................................................21
Metacognitive Strategy Questionnaire..............................................22
Spelling Tests......................................................23
Instructional Design..................................................................................25
Metacognitive Strategies for Spelling..................................26
Metacognitive Strategy Instruction...........................................29
Procedures...............................................................................34
Data Analysis..............................................................................35

CHAPTER FOUR RESULTS........................................36
Results of the Pretests........................36
Results of the MSQ Pretest..............37
Results of the Spelling Pretest...............38
The Effect of the MSI on Metacognitive Skills...39
The Effect of the MSI on Spelling Performance...42
The Relationship among the MSI, Metacognitive Skills, and Spelling Performance......45

CHAPTER FIVE DISCUSSION AND CONCLUSION.............................49
Discussion of the Results ...............49
The Effect of the MSI on Metacognitive Skills...49
The Effect of the MSI on Spelling Performance...51
The Relationship among the MSI, Metacognitive Skills, and Spelling Performance....52
Conclusion......................................53
Pedagogical Implications........................54
Limitations and Suggestions for Further Research.........56

REFERENCES......................................58
APPENDICES .....................................63
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