元认知策略对英语专业学生听力理解能力的影响分析

发布时间：2018-01-13 22:12

本文关键词：元认知策略对英语专业学生听力理解能力的影响分析　出处：《宁夏师范学院学报》2016年05期 　论文类型：期刊论文

【摘要】：元认知策略在英语专业学生听力理解过程中有重要作用,学习者可采用元认知策略计划、监控和评价自己的听力学习活动。目前,元认知策略在英语专业学生听力学习中的应用现状为:师生双方均未给予元认知策略充分的重视,有意识地元认知策略训练不足,导致学生对于各项元认知策略的使用不均衡,严重影响学生听力学习的兴趣和信心,制约了课堂教学质量的提升,影响了学生英语听力水平的提高。因此,教师应树立元认知策略意识,通过合理的训练,帮助学生掌握元认知策略,激发学生学习英语的兴趣和信心,提高学生的听力理解能力,培养学生的自我管理和自主学习能力,推动其英语语言交际能力和综合应用能力全面发展。
[Abstract]:Metacognitive strategies in listening comprehension of English majors have an important role in the process, learners can use metacognitive strategies to plan, monitor and evaluate their listening learning activities. At present, the application of metacognitive strategies in listening comprehension of English Majors: both teachers and students metacognitive strategies were not given sufficient attention, conscious lack of metacognitive strategy training for the students to use metacognitive strategies is not balanced, seriously affect the students' listening learning interest and confidence limit of improving teaching quality and influence students' English listening level. Therefore, teachers should set up the yuan cognitive strategy tree awareness, through reasonable training, help students master the metacognitive strategies, stimulate students' interest in learning English and confidence, improve the students' listening comprehension ability, cultivate student's self-management and self-learning ability, promote The communicative ability and comprehensive application ability of English language has been developed in an all-round way.

【作者单位】：宁夏师范学院外国语学院;
【基金】：宁夏师范学院本科教学质量工程项目“基于元认知的英语专业学生听力学习策略建构”
【分类号】：H319.3
【正文快照】： 一、元认知与元认知策略(一)元认知元认知(meta-cognition)最早产生于20世纪70年代。美国心理学家Flavell(1979)认为,元认知是“认知的认知”[1],即认知主体对自身认知过程的认知,主要包括元认知知识和元认知调节两部分内容,即认知主体对自身认知能力的认识和对认知活动的管理

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