大學生英語聽力元認知策略的培訓.pdf

1、Metcognitive strategies have been proved to be the higher-order executive skill, which play a critical role in language learning. There is a close correlation between met cognitive strategies and language learning profic

2、iency. Through training, those strategies can be learned and correspondingly affect language learning proficiency.
　　 So far, research on learning strategies has pointed to the powerful role of metacognitionin langua

3、ge learning and the potential for greater use of metacognitive strategy in the learning process. However, little has been reported about metacognitive strategy training, especially in listening, which is the most importa

4、nt skill for input in learning a second or foreign language. Therefore, it is of great need to carry out such training so as to have a better understanding of this topic.
　　 This dissertation reports on a study of ho

5、w to facilitate College English student's listening comprehension through metacognitive strategies training. The focal point of the study is the training of metacognitive strategies. In order to make the training more cl

6、ear-cut, this study is in favor of O'Malley and Chamot's classification of metacognitive strategies (O'Malley and Chamot, 1990). And each listening class of the training uses Underwood's model, which processes listening

7、into "pre-listening", while-listening" and "post-listening"(Underwood, 1989), the purpose of which is to make sure that students could get a clear understanding of how to apply different metacognitive strategies in accor

8、dance with the different listening stages. The training adopts an integrated-direct mode which combines the strategy training into the routine scheduled listening tasks and the students are explicitly informed of the str

9、ategies they would be trained in terms of their significance and characteristics. The study method is both quantitative and qualitative, in which data is collected from two tests (pretest and posttest), questionnaires an

10、d interviews. The subjects come from two intact classes in the Accounting Department of Zhongnan University of Law and Economics of Wuhan branch, which are composed of 68 students with 34 in the experimental class and 34

11、 in the control class. The experimental class receives metacognitive strategy-based training for one semester, while the control class follows the scheduled listening syllabus. After the training is finished, data is col

12、lected and analyzed. The study is mainly conducted to research: 1) the effects of metacognitive strategies training on second language Listening comprehension; 2) the differences between competent listener and less compe

13、tent listener in their improvement in listening comprehension after training; 3) the frequency difference between competent listener and less competent listener in applying metacognitive strategies; 4) the improvement of

14、 listeners' metacognitive awareness.
　　 Positive results are achieved in the study. The findings suggest that listener's listening comprehension could be significantly facilitated through metacognitive strategies tra

15、ining, since the experimental class outperforms the control class statistically. Second, all the listeners' metacognitive awareness are significantly improved after the training. This is proved by analyzing the two quest

16、ionnaires conducted among the subjects. Third, some differences are found between competent and less competent listeners, in which the competent listeners outperform less competent listeners based on the frequency that t

17、hey employ the metacognitive strategies; however, with respect to the degree of improvement, the data suggests that it is the less competent listeners that make significant improvement, which proves that metacognitive st

18、rategies training has greater potentialities for less competent listeners. In addition, the study also provides implications for second language listening teaching and recommendations for further research are also explor