| More and more strategies are applied in college English teaching. Among them, cognitive strategy is regarded as the popular and effective one by many famous scholars and outstanding educators. This thesis is on the empirical research about cognitive strategy in college English teaching. The purpose is to testify the effectiveness of cognitive strategy in college English teaching.In this thesis, Rebecca L. Oxford’s theories on cognitive strategy are taken as the theoretical foundation, and questionnaires, some English tests and CET4are seen as the measures of the research. In the process of college English teaching, the author takes two classes as the experimental groups to compare the differences. During the empirical terms, two different teaching approaches are applied in the two experimental groups to teach college English. The subjects’performances in the questionnaires and the tests as well as CET4are recorded and analyzed. With the data, some discussions about cognitive strategies and college English skills contribute to the results and the conclusion.The study proves that cognitive strategies do stimulate college English teaching and also can help learners to improve their English skills. Certainly their better performances in English tests and CET4are natural. |
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