文章基本信息

标题：The Effect of Metacognitive Strategies Instruction on Vocabulary Learning among Jordanian University Students
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作者：Fadi Maher Al-Khasawneh ; Ibrahim Fathi Huwari
期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：3
出版社：Brahmaputra Publishing House
摘要：Previous research works on strategy instruction show that not all L2 strategy traininghas been effective; the results of those research works have been inconsistent and inconclusive.The present research paper aims at identifying the effects of metacognitive strategy instructionon vocabulary learning of Jordanian university students through a ten weeks instructionprogram. To achieve this purpose, vocabulary tests based on Nation’s (1990) vocabulary sizetest were used. Sixty students from Jordan University of Science and Technology were randomlychosen to participate in the present study. The students were randomly assigned to a controlgroup (n=30), and an experimental group (n=30). Only the experimental group received explicitinstruction on using metacognitive strategies while the control group did not receive anyinstruction. The instruction model was based on the Cognitive Academic Language LearningApproach (CALLA) proposed by Chamot and O’Malley (1994). The findings of this studyrevealed that the explicit instruction on using metacognitive strategies proved to be effective. Theexperimental group surpassed the control group in the post-instruction vocabulary test. Theimplication of this study is that metacognitive strategies instruction should be integrated into theregular vocabulary classes to help students become more autonomous learners.
关键词：Metacognitive Strategies; Strategy Instruction; Vocabulary Learning