非英语专业大学生英语听力元认知策略培训的实证研究

发布时间：2018-01-25 10:30

本文关键词： 元认知英语听力理解策略培训　出处：《深圳大学》2017年硕士论文　论文类型：学位论文

【摘要】：在所有的学习策略中,元认知策略是一种高层次的语言学习管理策略,其包含了计划,监控和评估三种技能。掌握好元认知策略,学习者们可以为学习进行计划和选择合适的技能,评估策略使用的有效性,并灵活地做出相应的调整。这样可以更好的符合近年来在语言教学领域实行的以学生为中心的自主学习的改革趋势。由于听力是一种极其复杂的语言认知活动,不仅要求听力者对各种语言信息进行实时的综合处理,还要求他们对听力进行仔细的计划,监测和评估。本研究旨在检测元认知策略在英语听力教学中的应用的有效性,验证能否通过元认知策略培训来提高英语学习者的听力理解水平。本研究的受试者为深圳大学一年级两个非英语专业班的172名学生。一班被随机设定为实验班,另一班则为控制班。实验班在听力课上进行了为期八次培训,控制班则不受任何教学干预,只是正常的进行英语听力课,但两个班的听力材料,听力任务等均相同。在培训开始前后均向两组受试者发放问卷和进行听力测试,用于调查他们培训前后在听力中的元认知策略使用情况和听力水平的变化。听力测试均采用大学英语四级考试模拟的听力部分试题作为测试内容。后测结束后从实验班随机选择八位学生进行访谈。所有的数据均采用SPSS.20.0进行分析。通过分析元认知培训前的问卷调查数据发现,元认知培训前深圳大学非英语专业学生的元认知策略运用频率处于中等水平,他们会自然地使用一些元认知策略,但是使用不频繁。实验班学生元认知培训之后,各元认知策略使用的频率都提高了,特别是计划策略和评估策略,但是实验班和控制班并没有显著的差别。这说明元认知策略培训促使学生使用频率有一定提高,但并不明显。而且,通过分析两班前后的听力测试结果发现,实验班在后测中进步比控制班大,说明元认知策略培训对英语听力理解水平有一定的提高。最后,本研究给听力教学和语言学习策略的研究提出建议和参考。
[Abstract]:Among all the learning strategies, metacognitive strategy is a high-level language learning management strategy, which includes three skills: planning, monitoring and evaluation, and mastering metacognitive strategies. Learners can plan their learning and choose the appropriate skills to evaluate the effectiveness of strategy use. In this way, it can better conform to the reform trend of student-centered autonomous learning in the field of language teaching in recent years, because listening is an extremely complex cognitive activity. Not only does it require listeners to process all kinds of language information in real time, but also requires them to make careful plans for listening. The purpose of this study is to examine the effectiveness of metacognitive strategies in English listening teaching. This study was conducted in 172 students from two non-English majors in the first year of Shenzhen University. The first class was randomly assigned as an experiment. Ben. The other class is the control class. The experimental class has conducted eight training sessions in the listening class. The control class is not subject to any teaching intervention, but only carries out the English listening class normally, but the listening materials of the two classes. The listening tasks were the same. Both groups were given questionnaires and listening tests before and after the training. It is used to investigate the use of metacognitive strategies and the changes of listening level in listening before and after training. The experimental class randomly selected eight students for interviews. All the data were analyzed by SPSS.20.0. The questionnaire data before meta-cognitive training were analyzed. Before metacognitive training, non-English majors in Shenzhen University used metacognitive strategies at an intermediate level, and they naturally used some metacognitive strategies. However, the use of metacognitive strategies is not frequent. After the metacognitive training, the frequency of each metacognitive strategy is increased, especially the planning strategy and evaluation strategy. However, there is no significant difference between the experimental class and the control class, which indicates that the metacognitive strategy training promotes the students to use more frequently, but not obviously. Moreover, the results of listening tests before and after the two classes are analyzed. The improvement of the experimental class in the post-test is greater than that in the control class, which indicates that metacognitive strategy training can improve the English listening comprehension level. Finally, the present study provides some suggestions and references for the study of listening teaching and language learning strategies.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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