英语专业学生听力元认知知识、听力自我效能感与听力成绩的相关性研究

发布时间：2018-03-19 06:04

本文选题：听力元认知知识　切入点：听力自我效能感　出处：《中北大学》2017年硕士论文　论文类型：学位论文

【摘要】：听力是英语学习的五项基本技能之一,也是语言习得过程中最重要的一环(Krashen,1981)。元认知知识与自我效能感这两个概念在语言教学中不断地被提及,但就二者与听力成绩关系的研究相对较少。因此,本文对英语专业学生的听力元认知知识、听力自我效能感和听力成绩的相关性作一些探索。为了探究英语专业学生听力元认知知识、听力自我效能感和听力成绩三者之间的关系,本文采用定量分析方法,以听力元认知知识问卷,听力自我效能感问卷和一次听力测试为研究工具,对河北科技师范学院113名英语专业大二学生围绕以下几个问题进行了研究:1)英语专业学生的听力元认知知识、听力自我效能感和听力成绩的现状如何?2)不同听力水平的学生在听力元认知知识方面是否存在着显著性差异?听力元认知知识与听力成绩之间是否存在着相关性?3)不同听力水平的学生在听力自我效能感方面是否存在着显著性差异?听力自我效能感与听力成绩之间是否存在着相关性?4)不同听力元认知知识水平的学生在听力自我效能感方面是否存在着显著性差异?听力元认知知识与听力自我效能感之间是否存在着相关性?运用SPSS 17.0对问卷调查情况和听力成绩进行数据分析后得到的研究结果如下:1)英语专业学生的听力元认知知识处于高等水平,但听力自我效能感和听力成绩处于中等水平,有待进一步加强。2)不同听力水平的学生在听力元认知知识方面不存在显著性差异,但在元认知知识三维度之一的个体知识方面,高中等听力水平的学生高于低等听力水平的学生;由于受个体知识与听力成绩低度正相关(p=0.0000.05,0.3r=0.3710.5)的影响,听力元认知知识与听力成绩存在微弱的正相关(p=0.016=0.05,0r=0.2420.3)。3)不同听力水平的学生在听力自我效能感方面存在着显著性差异,听力水平较高的学生听力自我效能感水平也较高;听力自我效能感与听力成绩呈显著正相关(p=0.0000.05,0.5r=0.6810.8)。4)不同听力元认知知识水平的学生在听力自我效能感方面存在着显著性差异,听力元认知知识水平较高的学生听力自我效能感也较高;听力元认知知识与听力自我效能感呈低度正相关(p=0.0000.05,0.3r=0.3540.5),其中作为元认知知识三维度之二的个体知识和策略知识分别与听力自我效能呈显著正相关(p=0.0000.05,0.5r=0.5630.8)和微弱正相关(p=0.0470.05,0r=0.2010.3)。所以,在英语听力教学中,教师可以通过丰富学生的听力元认知知识尤其是个体知识和增强学生自我效能感的方式来促进学生听力成绩的提升。
[Abstract]:Listening is one of the five basic skills in English learning, and it is also the most important link in the process of language acquisition. The concepts of metacognitive knowledge and self-efficacy are constantly mentioned in language teaching. However, there are relatively few studies on the relationship between the two and listening achievement. Therefore, this paper focuses on the listening metacognitive knowledge of English majors. In order to explore the relationship among listening metacognitive knowledge, listening self-efficacy and listening achievement of English majors, a quantitative analysis method is used to explore the correlation between listening self-efficacy and listening achievement. Using the listening metacognitive knowledge questionnaire, the listening self-efficacy questionnaire and a listening test as the research tools, This paper studies 113 sophomores majoring in English in Hebei normal University of Science and Technology, focusing on the following questions: 1. What is the status of listening metacognitive knowledge, listening self-efficacy and listening achievement of English majors? 2) are there significant differences in listening metacognitive knowledge among students with different listening levels? Is there a correlation between listening metacognitive knowledge and listening achievement? 3) are there significant differences in listening self-efficacy among students with different listening levels? Is there a correlation between listening self-efficacy and listening achievement? 4) are there significant differences in listening self-efficacy among students with different levels of metacognitive knowledge? Is there a correlation between listening metacognitive knowledge and listening self-efficacy? Using SPSS 17.0 to analyze the questionnaire survey and listening achievement, the results are as follows: 1) English majors' listening metacognitive knowledge is at an advanced level, but their listening self-efficacy and listening achievement are at an intermediate level. There is no significant difference in listening metacognitive knowledge among students with different listening levels, but there is no significant difference in individual knowledge, which is one of the three dimensions of metacognitive knowledge. The listening level of senior high school students was higher than that of the students with low listening level, which was influenced by the positive correlation between individual knowledge and low listening achievement (0.0000.05 / 0.3r-1 / 0.3710.5). There is a weak positive correlation between metacognitive knowledge and listening achievement. There are significant differences in listening self-efficacy between students with different listening levels and students with higher listening level. There was a significant positive correlation between listening self-efficacy and listening achievement. (4) there were significant differences in listening self-efficacy among students with different levels of metacognitive knowledge, and students with higher level of metacognitive knowledge also had a higher sense of self-efficacy. There was a low positive correlation between metacognitive knowledge of listening and self-efficacy of listening. Among them, individual knowledge and strategic knowledge, as two dimensions of metacognitive knowledge, were positively correlated with listening self-efficacy, respectively, and weakly positively correlated with listening self-efficacy (p 0.0470.05 / 0. 0r0 / 0 / 00.2010.33 / 0). Therefore, there was a significant positive correlation between individual knowledge and listening self-efficacy (P = 0.0000.05 / 0. 05 / 0.5630.8) and weak positive correlation (p 0.0470.05 / 0 / 0 / 0 / 0r.2010.33) respectively. In English listening teaching, teachers can promote students' listening achievement by enriching students' metacognitive knowledge, especially individual knowledge, and enhancing students' sense of self-efficacy.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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