非英语专业大学生的听力理解与元认知策略关系研究

论文摘要

随着英语教学与研究的发展,人们逐渐意识到听力在英语基本技能中的重要地位。如何提高学生的英语听力水平也成为研究人员和英语教师共同关心的话题。中外很多研究者认为恰当使用学习策略可以有效提高学生的听力水平。O’Malley & Chamot (1985)根据认知心理过程把学习策略分为三大类:元认知策略、认知策略和社会情感策略。他们认为元认知策略要高于另外两种策略,因为它是学习者调控学习过程的行为,是一种高层次的实施性技巧,可以对学习过程进行计划、规范和监控指导。所以元认知策略也被他们分为三大类:计划策略、监控策略和评估策略。本文对英语听力理解理论和元认知策略相关理论等研究成果进行总结和系统分析后,试图通过实证研究来探究听力理解能力与元认知策略使用之间的关系,为如何有效提高英语学习者的听力水平提供借鉴。本次实证研究以中国石油大学石油工程学院的57名学生作为研究对象,以探究两个问题为线索(听力理解水平不同的学生在元认知策略的使用上是否有明显差异和造成有些同学听力水平低的原因是什么),借助社会科学统计软件SPSS 14.0,经过一系列诸如测试、问卷、访谈和“有声思维”记录等的定性和定量分析后,发现:听力理解水平的高低和元认知策略的使用,特别是监控策略的使用呈明显的正相关关系;听力理解水平高的同学非常善于运用元认知学习策略,而造成有些同学听力理解水平低的重要原因就是他们缺乏元认知意识和不会恰当地使用元认知策略。从以上实证研究结果,本文得出结论:提高学生英语听力理解水平,应加强学生的元认知策略的指导,提高学生的元认知意识。

论文目录

• Abstract
• 摘要
• Introduction
• 1. Research Background
• 2. Significance of the Study
• 3. Organization of the Thesis
• Chapter 1 Literature Review
• 1.1 Listening Comprehension
• 1.1.1 Definition of Listening Comprehension
• 1.1.2 The Important Role of Listening Comprehension in FL/SL Learning
• 1.1.3 Process of Listening
• 1.1.4 Factors Affecting Listening
• 1.2 Metacognitive Strategies
• 1.2.1 Definition of Strategies
• 1.2.2 Definition and Classification of Learning Strategies
• 1.2.3 Definition and Classification of Metacognitive Strategies
• 1.3 Relationship between Metacognitive Strategies and Listening Comprehension
• 1.3.1 Metacognitive Knowledge about Listening
• 1.3.2 Relationship between Metacognitive Strategies and Listening Comprehension
• 1.3.3 Methods of Using Metacongnitive Strategies in Listening Practice
• 1.3.4 Metacognitive Strategies in Listening Strategy Training
• 1.4 Conclusion
• Chapter 2 The Empirical Study
• 2.1 Research Questions
• 2.2 Theoretical Background of the Study
• 2.3 Research Design
• 2.3.1 Subjects
• 2.3.2 Instruments
• 2.3.3 Procedures
• 2.4 Research Results and Discussions
• 2.4.1 The Differences of the Metacognitive Strategy Application among Different Levels of Listening Comprehension Ability
• 2.4.2 The Reasons for the Ineffective Listeners’Failure and Benefits of the Successful Learners from Metacognitive Listening Strategies
• Chapter 3 Implications for Language Teaching
• 3.1 Introduction
• 3.2 The Importance of Metacognitive Strategies in FL/SL Listening Instruction
• 3.3 Contents and Procedures of Metacognitive Strategy-centered Instruction in Listening Classroom
• 3.3.1 Before-Class Preparatory Work
• 3.3.2 In-class Instruction Methods and Procedures
• 3.3.3 After-class Instruction
• 3.4 Evaluation of Metacognitive Strategy-centered Instruction
• Conclusion
• 1. General Conclusion of the Study
• 2. Limitations of the Study
• 3. Indications and Suggestions for Further Researches
• 4. Summary
• Bibliography
• Appendices
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Acknowledgements