元认知策略培训对降低初中生英语听力焦虑的有效性研究

论文摘要

自1970年以来,语言学习中的情感因素一直是语言教学研究的一个重要领域,而焦虑也成为了该领域的研究重点之一。大量研究表明,外语学习焦虑在大多数情况下对外语学习起阻碍作用,然而焦虑是可以减少和克服的。以往大部分研究对象主要集中在大学生,而且研究语言焦虑时,主要从情感要素,如从学习者的学习态度,学习动机,自尊心等方面寻找降低外语学习焦虑的有效途径,但成效不大。而本研究在分析中学生听力焦虑情况和原因以及元认知的使用情况的基础上,对初中生进行了一学期的元认知策略培训,以降低初中生的英语听力焦虑,最终提高学生的听力水平,希望本研究能为听力教学提供一些启示。本文的研究对象是72名来自湖北武汉钢城八中的两个班的初二学生,研究对象随机分为实验班和控制班。实验班在听力课堂上进行元认知策略培训,而控制班按照常规的教学模式上课。本文的研究工具为外语听力焦虑量表调查和元认知策略使用情况调查表和开放性问卷调查。研究结果如下：听力焦虑普遍存在于初中生当中,而且他们使用元认知策略水平不高。听力焦虑和元认知策略使用呈显著负相关,但听力焦虑水平和元认知策略使用水平与性别没有相关性。学生希望老师能够在听力课堂上给予帮助,多鼓励他们,并建立一个活泼轻松的学习氛围。培训后,通过对两个班的数据进行分析和对照发现,元认知策略培训能有效降低学生的听力焦虑。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Background of the Study
• 1.2 Purpose of the Study
• Chapter Two Literature Review
• 2.1 A Review on Listening Comprehension
• 2.1.1 Definition of Listening Comprehension
• 2.1.2 Process of Listening Comprehension
• 2.1.3 Factors Influencing Listening Comprehension
• 2.1.4 A Summary of Researches on Listening Comprehension
• 2.2 A Review of Foreign Language Anxiety （FLA）
• 2.2.1 Definition of Foreign Language Anxiety
• 2.2.2 Classification of Foreign Language Anxiety
• 2.2.3 Sources and Correlates of Foreign Language Anxiety
• 2.2.4 Previous Studies on Foreign Language Anxiety
• 2.2.5 Studies on Listening Anxiety
• 2.2.6 A Critique of Studies on Anxiety and Listening Anxiety
• 2.3 A Review of Metacognitive Strategies
• 2.3.1 Learning Strategies in Foreign Language Learning
• 2.3.2 Metacognitive Strategy and Metacognitive Strategy Training
• 2.3.3 Studies on Metacognitve Strategies Training in English Listening Comprehension
• 2.3.4 The relationship between metacognitive strategies and anxiety
• 2.3.5 A Critique of Previous Studies on Metacognitve Strategy Studies
• 2.4 Theoretical Background of the Present Study
• 2.4.1 Krashen's Affective Filter Hypothesis
• 2.4.2 Ellis' View on Individual Difference
• Chapter Three Methodology
• 3.1 Research questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Foreign Language Listening Anxiety Scale
• 3.3.2 Listening Metacognitive Strategy Questionnaire
• 3.4 Procedure
• 3.4.1 Pretest
• 3.4.2 Metacognitive Strategy Training
• 3.4.3 An analysis of the textbook
• 3.4.4 Sample Teaching Plan
• 3.4.5 Post-test
• Chapter Four Research Analysis and Discussion
• 4.1 The Subjects' Foreign Language Listening Anxiety States
• 4.2 The Subjects' State of Metacognitive Strategy Use in Listening Comprehension
• 4.3 Results of the Open Question Survey
• 4.4 Correlations between Metacognitive Strategy Use and Listening Anxiety
• 4.5 Gender Difference Analysis in Listening Anxiety and Metacognitive Strategy Use
• 4.5.1 Gender difference analysis in listening anxiety
• 4.5.2 Gender difference analysis in metacognitive strategy use
• 4.6 The Effectiveness of Metacognitive Strategy Training in Reducing Listening Anxiety of Junior Middle School Students
• 4.6.1 The comparisons between experimental class and control class in FLLA and MS by independent sample t-test
• 4.6.2 The comparisons between experimental class and control class in FLLA and MS
• Chapter Five Pedagogical Implications and limitations
• 5.1 Pedagogical Implications
• 5.2 Limitations
• Conclusion
• References
• Appendix 1
• Appendix 2
• Acknowledgements