英语词汇习得自我调节能力与四级英语成绩的关系

本研究以D?rnyei自我调节策略系统为理论指导，对通过整群随机抽样得到的8个专业300名非英语专业二年级大学生词汇学习自我调节能力与四级英语成绩的关系进行了研究。结果表明：1）除环境控制能力较强外，学生英语词汇学习自我调节能力处于中等略微偏上水平，个体差异较大；2）学生词汇学习自我调节能力、厌烦及情感控制能力与他们的四级英语统考总成绩，尤其是写作成绩，存在显著正相关；3） 低分及中分组学生的英语词汇学习自我调节能力及各分量表都与四级英语统考成绩无显著关系；但高分组学生的四级英语成绩却和他们在学习词汇时自我调节各项能力有显著的中度正相关，且高分组比中分组学生具有更高的词汇学习自我调节能力和厌烦及情感控制能力。

Self-regulatory capacity in English vocabulary acquisition and its relationship to CET-4 score

Based on D?rnyei’s system of self-regulatory strategies, the present study investigated the relationships between Chinese EFL learners’ self-regulatory capacity in vocabulary acquisition and their CET-4 score. Three hundred sophomores from 8 different majors in a key provincial university were selected through the random cluster sampling, and completed the Self-Regulatory Capacity in Vocabulary Learning Scale. The results indicated that 1) Except for superior environmental control ability, students’ self-regulatory capacity in English vocabulary learning is slightly beyond the average and great variations have been found; 2) there are significant positive correlations between students’ self-regulatory capacity in English vocabulary learning, satiation and emotion control capacity and their CET-4 score, and writing score in particular 3) Regarding lower and intermediate participants, there are no significant correlations between their overall self-regulatory capacity in English vocabulary learning and CET-4 score, but significant positive correlation has been found between high-proficiency students’ CET-4 score and their self-regulatory capacity in English vocabulary learning. In addition, high-proficiency students have stronger significant overall self-regulatory capacity and much higher ability to control their emotion and satiation than their counterparts with intermediate proficiency. Finally, reasons and implications for college English vocabulary learning and teaching are discussed.