基于元认知策略培训和多模态教学的英语专业听力教学实证研究

发布时间：2024-10-15 19:28

　　在听、说、读、写四项基本语言技能中,听力作为其他三项技能的基础在外语教学中占有重要地位,因为提高听力水平对提高学生的整体外语水平有积极的影响。因此,越来越多的国内外学者开始致力于研究能够提高学习者听力水平的学习策略,其中元认知策略被认为是在很大程度上影响学习者成功与否的一项重要策略。有关元认知策略在外语听力理解中作用的研究起源于O'Malley和Chamot(1990),此后国内外以元认知理论为基础的外语听力研究成果不断涌现。Vandergrift等(2006)以元认知理论为指导,在大量测试并反复检验和修改的基础上设计出一套听力元认知意识问卷(Metacognitive Awareness Listening Questionnaire,简称 MALQ)。Vandergrift 和 Tafaghodtari(2010)借助这个问卷探讨了元认知过程教学法对于提高法语作为第二语言(FSL)的法语学习者听力水平的作用。基于该研究,本文试图进一步探讨中国EFL环境下英语专业大学生听力元认知意识和听力理解能力发展情况。此外,本研究还将顾曰国(2007)提出的多模态学习理念和元认知过程教学法结合起来...

【文章页数】：74 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
1.Introduction
    1.1 Research background
    1.2 Research purposes and significance
    1.3 Structure of the dissertation
2.Literature Review
    2.1 Metacognition
        2.1.1 Definitions of metacognition
        2.1.2 Components of metacognition
    2.2 Metacognitive strategy
        2.2.1 Definitions of metacognitive strategy
        2.2.2 Classification of metacognitive strategy
    2.3 Metacognitive strategy instruction in listening teaching
        2.3.1 Content and model of metacognitive strategy instruction
        2.3.2 Studies on metacognitive strategy instruction abroad
        2.3.3 Studies on metacognitive strategy instruction at home
    2.4 Multimodality
        2.4.1 Definitions of multimodality
        2.4.2 Multimodal discourse analysis
        2.4.3 Multimodal teaching
    2.5 Studies on multimodal listening teaching at home and abroad
        2.5.1 Content and model of multimodal listening teaching
        2.5.2 Studies on multimodal listening teaching abroad
        2.5.3 Studies on multimodal listening teaching at home
    2.6 Summary
3.Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Listening proficiency tests
        3.3.3 Interview
        3.3.4 Strategy use diary
    3.4 Listening materials
    3.5 Research procedures
        3.5.1 Interpretation of a teaching sample
        3.5.2 Experimental group treatment
        3.5.3 Control group treatment
    3.6 Data collection and analysis
4.Results and Discussion
    4.1 Current state of the students' metacognitive awareness in listening comprehension
        4.1.1 the overall level of the students' metacognitive awareness
        4.1.2 Differences on the metacognitive awareness between more-skilled andless-skilled listeners
    4.2 The effects of multimodal metacognitive strategy instruction on learners' listening achievement
        4.2.1 Comparison of the overall listening achievement between groups
        4.2.2 Comparison of the overall listening achievement within groups
    4.3 Individual differences on metacognitive awareness and L2 listening proficiency development between more and less-skilled listeners
5.Conclusion
    5.1 Summary of findings
    5.2 Implications
    5.3 Limitations and suggestions
Bibliography
Appendices
Appendix Ⅰ Metacognitive Awareness Listening Questionnaire
Appendix Ⅱ Pre-test:Listening Part of TEM-4 in 2016
Appendix Ⅲ Post-test:Listening Part of TEM-4 in 2017



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