元认知策略在高中英语听力教学中的应用研究
发布时间：2021-06-05 12:21
听力在提高英语学习能力上扮演着重要角色。当前,元认知策略被认为是可以帮助学习者通过计划、监控和反思提高英语水平的有效学习策略之一。目前,元认知策略融入英语教学的研究正在广泛开展当中,笔者发现很多研究已对其在听力教学中的有效性进行了探索,但很少有研究探索出一套具体的元认知策略指导方法,并且这类研究多集中在高校,元认知策略对于高中的英语听力学习是否适用,还需要进一步探讨。所以作者创设了意识训练法对高中学生进行元认知策略培训,并对以下三个问题开展研究:1.高中生在英语听力中能自觉的使用元认知策略吗?2.元认知策略培训能有效提高高中生的英语听力水平吗?3.元认知策略培训对于不同语言水平的高中生的听力能力有何具体影响?本文是将元认知策略应用于高中英语听力教学。笔者选取了山东省威海市第一中学的两个高一班级共96人作为研究对象,进行为期12个周的以元认知策略培训为指导的听力教学实验。采用调查问卷,听力测试以及访谈进行收集数据。首先,笔者对两班进行问卷调查,了解元认知策略在英语听力学习中的使用情况。其次,采用《畅想英语——高一听力训练》测试卷对两个班进行听力前后测,了解他们的听力水平变化情况。最后,从...
【文章来源】：山东师范大学山东省
【文章页数】：89 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 The Background of the Study
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Introduction to the Key Concepts
2.1.1 Meta-cognition
2.1.2 Meta-cognitive Strategies
2.1.3 Listening Comprehension
2.2 Previous Studies on Language Learning Strategies at Home and Abroad
2.2.1 Studies Abroad
2.2.2 Studies at Home
2.3 Previous Studies about Meta-cognitive Strategies in Teaching Fields
2.4 Previous Studies about Application of Meta-cognitive Strategies in English Listening Teaching
2.4.1 Studies Abroad
2.4.2 Studies at Home
2.5 Requirements of Listening Skills and Meta-cognitive Strategies about English Compulsory Course at Senior High Schools
Chapter Three Theoretical Foundation
3.1 Autonomous Learning Theory
3.2 Humanistic Learning Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Tests
4.3.3 Interview
4.4 Research Procedures
4.4.1 A Pre-questionnaire for Students
4.4.2 The Pre-test of Listening Comprehension Ability
4.4.3 The Training of Meta-cognitive Strategies
4.4.4 The Post-test of Listening Comprehension Ability
4.4.5 A Post-questionnaire for Students
4.4.6 Interview with students
4.5 Teaching Sample
Chapter Five Data Collection and Analysis
5.1 The Impact of Meta-cognitive Strategy Training on Students’Use of Listening Meta-cognitive Strategies
5.1.1 Characteristics of Students’Use of Meta-cognitive Strategies before the Experiment
5.1.2 Characteristics of Students’Use of Meta-cognitive Strategies after the Experiment
5.2 The Impact of Meta-cognitive Strategy Training on Students’Listening Comprehension Ability
5.2.1 Characteristics of Students’ Listening Comprehension Ability before the
5.2.2 Characteristics of Students’Listening Comprehension Ability after the Experiment
5.3 The Impact of Meta-cognitive Strategies on Students at Different Levels
5.3.1 Analysis of the Listening Performance of the High Score Group
5.3.2 Analysis of the Listening Performance of the Middle Score Group
5.3.3 Analysis of the Listening Performance of the Low Score Group
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications of the Study on the Teaching of English Listening
6.3 Limitations and Suggestions for Future Research
References
Appendix Ⅰ Questionnaire on Meta-cognitive Strategies
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Interview
Appendix Ⅴ Weekly Listening Learning Goal Table
Appendix Ⅵ The Week Self-monitoring Checklist
Appendix Ⅶ Scores of English Listening Comprehension Tests
Appendix Ⅷ
Acknowledgements
【参考文献】：
期刊论文
[1]产出导向法视角下大学生英语自主学习的模式构建[J]. 安梅. 考试与评价(大学英语教研版). 2019(06)
[2]元认知策略在英语教学中的运用[J]. 李灵. 教育理论与实践. 2019(23)
[3]高校英语专业听力课程教学现状及改革策略研究[J]. 赵娇娇. 高教学刊. 2019(15)
[4]自主学习理论下的高校英语教学实践研究[J]. 孙艾. 英语广场. 2019(07)
[5]基于SILL的国内大学生学习策略与英语成绩相关的元分析[J]. 李文,张军. 外语教学理论与实践. 2018(04)
[6]语言学习策略定义与分类框架的梳理[J]. 庞珺芯. 文化学刊. 2018(09)
[7]元认知策略在高中英语阅读教学中的应用途径[J]. 陈敦峰. 课程教育研究. 2018(17)
[8]基于元认知策略的初中化学概念课教学研究[J]. 张燕. 中学化学教学参考. 2017(22)
[9]罗杰斯和马斯洛人本主义教育思想的比较[J]. 唐继亮. 台州学院学报. 2017(05)
[10]元认知策略与英语写作的关系研究[J]. 陈鸾. 当代教育实践与教学研究. 2017(07)
硕士论文
[1]提高学生解决物理问题能力的元认知策略实践研究[D]. 肖萍.上海师范大学 2019
[2]元认知策略在高中函数教学中的应用研究[D]. 项俊.上海师范大学 2019
[3]运用元认知策略提升学生化学自主学习有效性的研究[D]. 李艳萍.哈尔滨师范大学 2017
[4]通过词汇学习策略培训培养高中生英语自主学习能力[D]. 李雪.辽宁师范大学 2011
本文编号：3212156
【文章来源】：山东师范大学山东省
【文章页数】：89 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 The Background of the Study
1.2 Purpose and Significance of the Study
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Introduction to the Key Concepts
2.1.1 Meta-cognition
2.1.2 Meta-cognitive Strategies
2.1.3 Listening Comprehension
2.2 Previous Studies on Language Learning Strategies at Home and Abroad
2.2.1 Studies Abroad
2.2.2 Studies at Home
2.3 Previous Studies about Meta-cognitive Strategies in Teaching Fields
2.4 Previous Studies about Application of Meta-cognitive Strategies in English Listening Teaching
2.4.1 Studies Abroad
2.4.2 Studies at Home
2.5 Requirements of Listening Skills and Meta-cognitive Strategies about English Compulsory Course at Senior High Schools
Chapter Three Theoretical Foundation
3.1 Autonomous Learning Theory
3.2 Humanistic Learning Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Tests
4.3.3 Interview
4.4 Research Procedures
4.4.1 A Pre-questionnaire for Students
4.4.2 The Pre-test of Listening Comprehension Ability
4.4.3 The Training of Meta-cognitive Strategies
4.4.4 The Post-test of Listening Comprehension Ability
4.4.5 A Post-questionnaire for Students
4.4.6 Interview with students
4.5 Teaching Sample
Chapter Five Data Collection and Analysis
5.1 The Impact of Meta-cognitive Strategy Training on Students’Use of Listening Meta-cognitive Strategies
5.1.1 Characteristics of Students’Use of Meta-cognitive Strategies before the Experiment
5.1.2 Characteristics of Students’Use of Meta-cognitive Strategies after the Experiment
5.2 The Impact of Meta-cognitive Strategy Training on Students’Listening Comprehension Ability
5.2.1 Characteristics of Students’ Listening Comprehension Ability before the
5.2.2 Characteristics of Students’Listening Comprehension Ability after the Experiment
5.3 The Impact of Meta-cognitive Strategies on Students at Different Levels
5.3.1 Analysis of the Listening Performance of the High Score Group
5.3.2 Analysis of the Listening Performance of the Middle Score Group
5.3.3 Analysis of the Listening Performance of the Low Score Group
Chapter Six Conclusion
6.1 Major Findings
6.2 Implications of the Study on the Teaching of English Listening
6.3 Limitations and Suggestions for Future Research
References
Appendix Ⅰ Questionnaire on Meta-cognitive Strategies
Appendix Ⅱ Pre-test
Appendix Ⅲ Post-test
Appendix Ⅳ Interview
Appendix Ⅴ Weekly Listening Learning Goal Table
Appendix Ⅵ The Week Self-monitoring Checklist
Appendix Ⅶ Scores of English Listening Comprehension Tests
Appendix Ⅷ
Acknowledgements
【参考文献】：
期刊论文
[1]产出导向法视角下大学生英语自主学习的模式构建[J]. 安梅. 考试与评价(大学英语教研版). 2019(06)
[2]元认知策略在英语教学中的运用[J]. 李灵. 教育理论与实践. 2019(23)
[3]高校英语专业听力课程教学现状及改革策略研究[J]. 赵娇娇. 高教学刊. 2019(15)
[4]自主学习理论下的高校英语教学实践研究[J]. 孙艾. 英语广场. 2019(07)
[5]基于SILL的国内大学生学习策略与英语成绩相关的元分析[J]. 李文,张军. 外语教学理论与实践. 2018(04)
[6]语言学习策略定义与分类框架的梳理[J]. 庞珺芯. 文化学刊. 2018(09)
[7]元认知策略在高中英语阅读教学中的应用途径[J]. 陈敦峰. 课程教育研究. 2018(17)
[8]基于元认知策略的初中化学概念课教学研究[J]. 张燕. 中学化学教学参考. 2017(22)
[9]罗杰斯和马斯洛人本主义教育思想的比较[J]. 唐继亮. 台州学院学报. 2017(05)
[10]元认知策略与英语写作的关系研究[J]. 陈鸾. 当代教育实践与教学研究. 2017(07)
硕士论文
[1]提高学生解决物理问题能力的元认知策略实践研究[D]. 肖萍.上海师范大学 2019
[2]元认知策略在高中函数教学中的应用研究[D]. 项俊.上海师范大学 2019
[3]运用元认知策略提升学生化学自主学习有效性的研究[D]. 李艳萍.哈尔滨师范大学 2017
[4]通过词汇学习策略培训培养高中生英语自主学习能力[D]. 李雪.辽宁师范大学 2011
本文编号：3212156
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