大学英语听力元认知知识与监控培训模式初探

论文摘要

元认知是指人类以自身的认知系统为认知对象,对主体的认知过程的自我意识和自我调节。在外语学习过程中,学习者的元认知知识和监控就是对如何学习语言的自我认识和自我调控。元认知对外语学习可谓极其重要。本研究以元认知理论中的元认知知识及监控与北京林业大学所开设的“大学英语听说”课程中的听力理解的结合为基点,以该校06年入学的4个自然班108名非英语专业一年级学生为被试,通过元认知知识和监控问卷调查了解“课堂内学生对听力活动中的自己、听力任务等方面的认知以及自我监控能力如何”。其后以元认知调查的结果为基础,结合几个较权威的元认知策略训练模式制订元认知知识与监控培训模式,并以图表进行表示。根据模式,实验组(两个班55人)接受了12个课时的元认知培训,而对比组(两个班53人)则是进行正常的听力课程。在培训结束后,对实验组和对比组再次进行元认知测试和听力理解测试,实验结果表明,虽然在元认知各项要素上取得的提高幅度不尽相同,但实验组被试的元认知知识与监控水平有了确实的提高,而听力理解也有了较为明显的提高。本研究中制订的元认知知识与监控培训模式是一个经过实验检验的具有可行性与有效性的元认知知识与监控培训模式,能够达到通过加强学生对听力理解相关要素的认识和自我监控来促进听力理解能力提高的目的。

论文目录

• 摘要
• ABSTRACT
• Chapter 1 Introduction
• 1.1 General Background and Significance of the Study
• 1.2 Objectives of the Study
• 1.3 The Layout of the Thesis
• Chapter 2 Literature Review
• 2.1 Cognition and Metacognition
• 2.1.1 Cognition
• 2.1.2 Metacognition
• 2.2 Listening and Cognition
• 2.3 Metacognitive Knowledge
• 2.3.1 Definition of metacognitive knowledge
• 2.3.2 Categories of metacognitive knowledge
• 2.3.3 The Characteristics of metacognitive knowledge
• 2.4 Metacognitive Regulation
• 2.4.1 The definition of metacognitive regulation
• 2.4.2 The contents of metacognitive regulation
• 2.5 Reviews on Relevant Studies
• 2.5.1 Metacognitive studies within the L2 listening domain abroad
• 2.5.2 Metacognitive studies within the L2 listening domain in China
• Chapter 3 Research Design
• 3.1 Research Purpose and Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 English proficiency test
• 3.3.2 Listening comprehension test
• 3.3.3 Metacognitive knowledge and regulation questionnaire （MKRQ）
• Chapter 4 Preparation for Training
• 4.1 Procedure of Data Collection
• 4.1.1 Language proficiency test
• 4.1.2 Pre-test of listening comprehension
• 4.1.3 Pre-test of metacognitive status
• 4.2 Data Analyses
• 4.2.1 Results of language proficiency test
• 4.2.2 Study on the correlation between MKRQ scores and listening comprehension scores
• 4.2.3 Results of the MKRQ
• Chapter 5 Designing and Implementing the Metacognitive Knowledge and RegulationTraining Mode （MKRT Mode）
• 5.1 Shape of the Training Mode
• 5.1.1 Discussions on several metacognitive training modes
• 5.1.2 Framework of the MKRT mode
• 5.2 Detailed Contents of the MKRT Mode
• 5.2.1 Need analysis
• 5.2.2 Task knowledge instruction
• 5.2.3 Strategy knowledge instruction
• 5.2.4 Planning training
• 5.2.5 Monitoring training
• 5.2.6 Remediation training
• 5.2.7 Evaluation training
• 5.2.8 Students’introspection
• 5.3 Implementation of the Training Mode
• 5.4 Post-training Test
• Chapter 6 Results and Discussions ---- Effects of the Metacognitive Knowledge and Regulation Training
• 6.1 Statistical Results
• 6.1.1 Results of metacognitive status
• 6.1.2 Results of listening comprehension achievements
• 6.2 Discussions on Statistical Results
• 6.2.1 Effectiveness of the MKRT Mode
• 6.2.2 Effects on specific metacognitive variables
• Chapter 7 Conclusion
• 7.1 Major Findings
• 7.2 Limitations
• 7.3 Suggestions for Future Study
• 7.4 Pedagogical Implications
• References
• 个人简介
• 导师简介
• 获得成果目录清单
• Acknowledgements
• Appendix I
• Appendix II