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非英语专业本科生英语听力教学认知策略与元认知策略培训的实验研究

作　者: 张爱容
导　师: 柏敬泽；周晓玲
学　校: 广西师范大学
专　业: 课程与教学论
关键词: 听力理解认知策略元认知策略策略培训
分类号: H319
类　型: 硕士论文
年　份: 2007年
下　载: 499次
引　用: 0次
阅　读: 论文下载

内容摘要

“听”,“说”,“读”,“写”为外语学习者必须掌握的四项基本技能,其中“听”的能力十分重要,居四者首位。本研究旨在探讨外语教学中如何提高听力教学的效率。经查证,到目前为止,有关外语听力教学尤其有关非英语专业本科生英语听力学习策略培训的实证性研究还有待进一步深层次探究。本文在总结与系统分析有关听力理论与语言学习策略理论以及国内外有关听力策略培训研究成果的基础上,试图从认知策略和元认知策略培训的角度出发对非英语专业的本科生进行听力学习策略培训。本研究主要采用准实验法。广西师范大学非英语专业的三个自然班共121人参加了本实验。其中实验1班为40人,在听力课上接受认知策略和元认知策略的培训;实验2班为42人,接受认知策略的培训;控制班为39人,不接受任何形式的策略培训。实验前对Oxford的SILL进行讨论,了解学生在听力学习方面所存在的主要问题以及在听力学习过程中所用的学习策略后,选取了八种认知策略和七种元认知策略进行了为期一学期的培训。这八种认知策略和七种元认知策略列举如下:预测、词汇、记笔记、联想、语法、推理、意义、建立视觉形象;目标与计划、集中注意、选择注意、自我管理、自我监控、自我评价、自我调整。培训开始前,收集了符合各类策略的听力材料,设计了培训模式,商讨了培训的实施过程,为任课老师顺利实行策略培训做好充分准备。培训结束后,对测试成绩、问卷调查以及学生的学习总结等从定量和定性两方面进行了对比分析。研究结果表明:策略训练可以提高学生的听力水平,增强受试的策略使用;认知策略和元认知策略结合起来培训比只进行认知策略培训对学生产生的效果更好。具体结果表明实验1班的各部分成绩以及总分明显高于控制班,在第三部分和总分上也明显好于实验2班,而实验2班只在第一部分明显好于控制班。促使实验班听力成绩提高的主要原因是策略培训对学习者听力学习过程的影响。在学生的策略意识和策略使用方面,实验1班使用认知策略和元认知策略都明显高于控制班,实验2班使用认知策略明显高于控制班;同样,培训后实验1班在策略使用类型的增加也比实验2班好。策略培训还有利于学生增强听力学习的信心,绝大部分学生对此次培训持肯定的态度,试验2班同学认为有必要教会他们成功选择和使用合适的策略。相对而言,策略培训对低水平学生的听力水平、听力策略使用以及听力学习信心的提高效果更明显,对高水平学生产生的效果不甚明显。必须指出一点,本研究旨在解决大多数非英语专业大学生所面临的英语听力问题。以上研究结果表明,策略培训有助于非英语专业本科生听力水平的提高,将认知策略与元认知策略结合起来培训比单独培训认知策略产生的效果更明显,由此,听力学习策略具有可传授性和可学习性。

全文目录

Acknowledgement  6-7
Abstract in Chinese  7-9
Abstract in English  9-11
Chapter 1 Introduction  11-14
  1.1 Background of the Present Study  11-12
  1.2 Purpose and Significance of the Present Study  12-13
  1.3 Framework of the Dissertation  13-14
Chapter 2 Literature Review  14-30
  2.1 Some Issues Concerning Listening Comprehension  14-17
    2.1.1 The Characteristics of Listening Comprehension  14-15
    2.1.2 The Importance of Listening Comprehension in FL/SL Learning  15
    2.1.3 Factors Affecting Students’Listening Comprehension  15-17
  2.2. Basic Knowledge of SL/FL Learning Strategy  17-20
    2.2.1 Definition of Language Learning Strategy  17-18
    2.2.2 Classification of Language Learning Strategies  18-20
  2.3 Cognitive Strategy and Metacognitive Strategy  20-24
    2.3.1 Definition and Classification  20-23
    2.3.2 The Interrelationship between Cognitive Strategies and Metacognitive Strategies  23-24
  2.4 Language Learning Strategy Training  24-27
    2.4.1 Goals of Strategy Training  24-25
    2.4.2 Framework of Learning Strategy Training  25-26
    2.4.3 Strategies-based Instruction (SBI)  26-27
  2.5 Studies on Listening Learning Strategy Training  27-30
    2.5.1 Studies on Listening Learning Strategy Training abroad  27-28
    2.5.2 Studies on Listening Learning Strategy Training in China  28-30
Chapter 3 An Instructional Model in Listening Classroom Teaching---The Integrated Training on Cognitive and Metacognitive Strategies  30-40
  3.1 Presenting the Model of Integrated Training on Cognitive and Metacognitive Strategies in Listening Classroom Teaching  30
  3.2 Before-Class Preparatory Work  30-32
  3.3 In-class Training  32-39
    3.3.1 Pre-listening Stage  33-35
    3.3.2 While-listening Stage  35-37
    3.3.3 Post-listening Stage  37-39
  3.4 After-class Training  39-40
Chapter 4 An Experimental Study  40-49
  4.1 Research Purpose and Research Questions  40
  4.2 Research Design  40-49
    4.2.1 Subjects  40-42
    4.2.2 Instruments  42-45
    4.2.3 The Training Process of Listening Learning Strategies  45-47
    4.2.4 Data Collection  47-49
Chapter 5 Results and Discussion  49-65
  5.1 Quantitative Analysis  49-58
    5.1.1 Research Question 1: The Effectiveness of Listening Strategy Training on Students’Awareness of Strategy Use  49-52
      5.1.1.1 The Frequency of Strategy Use  49-51
      5.1.1.2 The Category of Strategy Use  51-52
    5.1.2 Research Question 2: The Effect of Strategy Training on Students’Listening Proficiency  52-54
      5.1.2.1 Inter-group Post-test Differences  52-53
      5.1.2.2 Intro-group Pre-post Tests Differences  53-54
    5.1.3 Research Question 3: Influence on EG1 and EG2’s Listening Learning Confidence  54
    5.1.4 Research Question 4: EG1 and EG2’s Perception of the Necessity of Strategy Training  54-55
    5.1.5 Research Question 5: The Differences Relating to the two Kinds of Training among Successful, Averaged and Unsuccessful Listeners  55-58
      5.1.5.1 The Differences on Listening Strategies Use  55-56
      5.1.5.2 The Differences on Listening Proficiency  56
      5.1.5.3 The Differences on Students’Listening Learning Confidence  56-57
      5.1.5.4 Perception of the Effectiveness of Strategy Training  57-58
  5.2 Qualitative Analysis  58-62
    5.2.1 Summaries after the first Training Phase  58-60
    5.2.2 Summaries When the Whole Training Program Finished  60-62
  5.3 Discussion  62-65
Chapter 6 Conclusion  65-69
  6.1 Strong Points of This Study  65
  6.2 Weak Points of This Study  65-66
  6.3 Suggestions for Future Study  66-67
  6.4 Pedagogical Implications  67-69
Bibliography  69-72
Appendices  72-86
List of Tables  86-87
Abbreviations  87-88
读硕期间发表的论文目录  88-89

非英语专业本科生英语听力教学认知策略与元认知策略培训的实验研究

内容摘要

全文目录

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