基于元认知理论的大学英语听力教学微创新

发布时间：2021-04-07 15:41

　　在二语习得中,听力是一项非常重要和基本的语言技能。近年来,它得到了越来越多的关注。随着元认知理论的出现和发展,关于听力的研究也不断发展和丰富。20世纪70年代美国心理学家弗拉维尔提出了元认知理论。在他看来,元认知是对认知的认知。自从元认知理论诞生以来,它引起了语言学家和学者们的兴趣和关注。随后,一些实证和非实证研究出现了。其中不乏关于元认知意识与写作、阅读、口语和听力之间关系的研究。其中一些是实证研究。然而,就听力研究而言,关于元认知与听力理解能力的实证研究十分少见。此外,到目前为止,大部分关于听力和元认知的研究都是在高中和高职学校进行的,而且以对元认知意识的调查居多。关于元认知理论对大学英语听力教学的影响的实证研究是可行的而且非常必要。本研究致力于查证元认知理论对大学英语听力教学的影响。本文首先介绍了听力理解的定义、重要性和过程,然后简述了学习策略的概念和分类,随后描述了元认知和元认知策略,之后列举了关于元认知理论的国内外的研究状况,并提出了把元认知策略应用于大学英语听力教学的可行性和必要性。在论文撰写过程中,笔者对元认知在大学英语听力教学中的作用进行了实验研究,并从中获取了相关数据... 

【文章来源】：东北大学辽宁省 211工程院校 985工程院校 教育部直属院校

【文章页数】：62 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter Ⅰ Introduction
Chapter Ⅱ Literature Review and Theoretical Framework
    2.1 Listening Comprehension
        2.1.1 The Definition of Listening Comprehension
        2.1.2 The Importance of Listening Comprehension
        2.1.3 The Process of Listening Comprehension
    2.2 Learning Strategies
        2.2.1 The Definition of Learning Strategies
        2.2.2 The Classification of Learning Strategies
    2.3 Metacognition and Metacognitive Strategies
        2.3.1 Metacognition
        2.3.2 Metacognitive Strategies
    2.4 Previous Studies on the Metacognitive Theory and Listening
        2.4.1 The Overseas Studies on Metacognitive Theory and Listening
        2.4.2 The Studies on Metacognitive Theory and Listening at Home
    2.5 Feasibility and Necessity of Applying Metacognitive Strategies to Listening Teaching
        2.5.1 Necessity of Applying Metacognitive Strategies to Listening Teaching
        2.5.2 Feasibility of Applying Metacognitive Strategies to Listening Teaching
Chapter Ⅲ Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Measurement of English Proficiency
        3.3.3 SPSS16.0
        3.3.4 Teaching Materials
        3.3.5 Teaching Methods
    3.4 Research Procedure
        3.4.1 Stage One
        3.4.2 Stage Two
            3.4.2.1 The Theoretical Training of Metacognitive Theory
            3.4.2.2 The Practical Training of Metacognitive Theory
        3.4.3 Stage Three
Chapter Ⅳ Results and Discussion
    4.1 The Situation of Metacognitive Strategy Use in English Listening Comprehension in thePretest and Posttest
    4.2 Effectiveness of Metacognitive Strategies for Listening Comprehension Competence
        4.2.1 The Total Score of Listening Comprehension
        4.2.2 The Multiple Choice Score
        4.2.3 The Compound Dictation Score
        4.2.4 Summary
Chapter Ⅴ Conclusion
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest Paper
Appendix Ⅲ Posttest Paper



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