元认知策略在对外汉语初级听力教学中的应用

发布时间：2018-06-20 10:40

本文选题：元认知策略 + 对外汉语听力教学　；参考：《山东大学》2011年硕士论文

【摘要】：“听”是语言交际过程中的第一步,第二语言学习者的听力理解能力直接影响到其语言交际能力。认知心理学的发展让人们认识到听力理解的过程不是听者被动接受信息的过程,而是一个主动的认知过程。作为一项认知技能,听力理解能力的获得与提高离不开听力策略的指导。对于初级水平的留学生来说,听力策略比较匮乏,听力技巧的获得很大一部分依赖于听力课堂教学。因此,教师在教授听力课的同时对学生进行一定的听力策略指导是十分有必要的。本文将元认知策略引入到对外汉语初级听力课堂教学中来,以元认知策略为指导,对课堂教学进行了详细的规划。元认知策略被认为是高层次的学习策略,主要包括计划策略,监控策略和调节策略。元认知策略在听力课堂中的应用主要体现为课前计划策略,课堂监控策略和课后调节策略的使用,其中以课堂监控策略为核心,具体又包括听前准备策略,听中监控策略和听后评估策略。根据这一理论框架,笔者尝试进行了一次教学案例设计,并对本人所任教的青岛农业大学国际教育学院65名来华交流韩国学生(基础1班和2班)进行了为期15周的教学实验。实验数据使用SPSS12.0分析处理。实验结果表明元认知策略的应用能够提高学生的听力成绩并且能够加强学生使用元认知策略的意识。本文共五章。在第一章的绪论中,主要介绍了选题背景、意义、研究方法以及与对外汉语听力教学相关的研究综述。第二章详细说明了元认知及其策略的来源与分类,元认知策略的作用,元认知策略对语言学习和听力理解的影响,以及元认知策略与语言学习和语言教学的关系。本章为接下来的教学设计和教学实验提供了理论上的支持。第三章笔者首先对来华交流韩国学生的汉语初级听力教学现状进行了调查分析,然后就元认知策略在听力课堂中的具体应用,即如何将元认知策略的使用融入到听力教学中作出了详细说明,主要包括元认知策略应用的内容和方法,然后以元认知策略为指导尝试进行了教学设计。第四章是元认知策略应用的教学实验,包括实验设计,实验过程和结果分析。实验对象为笔者本人所任教的两个自然班,青岛农业大学国际教育学院韩国留学生基础1班和基础2班共65人,实验为期15周。实验数据使用SPSS12.0分析处理。实验结果证明了元认知策略应用的有效性。第五章是本研究的总结与启示。主要包括研究结论和研究不足,同时详细阐述了研究对对外汉语听力教学的启示,并指出元认知策略在对外汉语听力教学中的应用具有一定的前景。目前关于元认知策略在对外汉语教学中的应用研究很少,已有的研究多是英语及母语教学方面的,因此,对元认知策略在对外汉语初级听力教学中的应用进行尝试研究具有一定的创新之处。
[Abstract]:Listening is the first step in the process of language communication. The development of cognitive psychology makes people realize that the process of listening comprehension is not a process of passive acceptance of information, but an active process of cognition. As a cognitive skill, the acquisition and improvement of listening comprehension can not be achieved without the guidance of listening strategies. For international students at the primary level, listening strategies are scarce and listening skills are largely dependent on classroom listening teaching. Therefore, it is necessary for teachers to give listening strategies to students while teaching listening lessons. This paper introduces metacognitive strategies into primary listening teaching of Chinese as a foreign language, and makes a detailed plan for classroom teaching under the guidance of metacognitive strategies. Metacognitive strategies are considered as high-level learning strategies, including planning strategies, monitoring strategies and adjustment strategies. The application of metacognitive strategies in listening class is mainly reflected in the use of pre-class planning strategies, classroom monitoring strategies and after-class adjustment strategies, in which classroom monitoring strategies are the core, including pre-listening preparation strategies. Listening monitoring strategy and post-listening evaluation strategy. According to this theoretical framework, the author tries to design a teaching case, and carries out a 15-week teaching experiment on 65 Korean students (basic Class 1 and Class 2) from the College of International Education of Qingdao Agricultural University. The experimental data were analyzed by SPSS 12.0. The results show that the application of metacognitive strategies can improve students' listening performance and enhance their awareness of using metacognitive strategies. There are five chapters in this paper. In the introduction of the first chapter, the background, significance, research methods and research related to the teaching of Chinese as a foreign language are introduced. Chapter two explains the origin and classification of metacognition and its strategies, the role of metacognitive strategies, the influence of metacognitive strategies on language learning and listening comprehension, and the relationship between metacognitive strategies and language learning and language teaching. This chapter provides theoretical support for the following teaching design and teaching experiment. In the third chapter, the author investigates and analyzes the current situation of Chinese primary listening teaching for Korean students in China, and then makes an analysis of the specific application of metacognitive strategies in listening class. That is, how to integrate the use of metacognitive strategies into listening teaching, including the contents and methods of metacognitive strategies application, and then the teaching design guided by metacognitive strategies. The fourth chapter is the teaching experiment of metacognitive strategy application, including experimental design, experimental process and result analysis. The subjects of the experiment were two natural classes taught by the author. The experiment lasted for 15 weeks, including the basic class 1 and the basic class 2 of Korean students from the School of International Education, Qingdao Agricultural University. The experimental data were analyzed by SPSS 12.0. The experimental results demonstrate the effectiveness of metacognitive strategy application. The fifth chapter is the summary and enlightenment of this study. At the same time, the author expounds the enlightenment of the study to the teaching of listening as a foreign language, and points out that the application of metacognitive strategies in the teaching of listening to Chinese as a foreign language has a certain prospect. At present, there are few researches on the application of metacognitive strategies in teaching Chinese as a foreign language. There are some innovations in the application of metacognitive strategies in primary listening teaching of Chinese as a foreign language.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

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