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高职高专非英语专业学生听力元认知意识和听力水平的相关性研究

发布时间:2016-04-16 21:49

Chapter One Introduction


1.1 Research Background
Listening is one of the most important language skills no matter in people’s dailycommunication or in language learning. It is critical for people to makecommunications at work and in daily life. Based on Gilman and Moody (1984), nearlyforty to fifty percent of people’s communication time is spent on listening, whichindicates that the improvement of listening comprehension ability is great significantfor people’s communication competence. Scholars in the field of second languageacquisition generally consider that the success of second/foreign language acquisitionis grounded in the large quantity of effective language input. So the improvement oflistening ability is critical to students’ second language learning since the listening isone of the primary mediums for language input.Being an important language skill, however, listening comprehension is often thesource of frustration for second/foreign language learners (Graham, 2006) andregarded as the most difficult skill by learners owing to its invisible and inaccessiblenatures. This situation is even more serious in Higher Technical and VocationalColleges. Most of the HTVC students do not have sound English foundation, show lessinterest in learning English, and are incapable of making communications in English.Their English proficiency, especially the listening comprehension proficiency, is faraway from the needs of the society. And the Basic Requirements for Higher VocationalEnglish Instruction (Requirements hereafter) issued by the Ministry of Education in2000 has also pointed out the ultimate goal for Higher Vocational College Englishteaching is to develop students’ English application ability, especially their listeningand speaking abilities. As a result, how to improve HTVC students’ English listeningcomprehension ability is of an urgent task and of great significance for enhancing theirintegrated English proficiency.
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1.2 Research Purpose and Significance
In consideration of the above reasons, it is hoped that the following issues can beidentified through the implementation of the present research: firstly, to have a clearunderstanding of HTVC students’ metacognitive awareness on listening; secondly, tobe fully aware of the relationship between their metacognitive awareness and theirEnglish listening proficiency as well as that which factor has the most significantinfluence on the listening comprehension; finally, to find out whether there existsignificant differences in metacognitive awareness between high-listening proficiencyand low-listening proficiency students.The implementation of this research has great academic and practicalsignificance.From the literature review of this thesis, it is found that although a great numberof researchers have conducted studies to investigate the significant influence ofmetacogntion on foreign language learning as well as the listening learning at home and abroad, few of them have focused their attention on the Higher Technical andVocational College students’ English listening learning. Therefore, it is hoped that thisresearch can provide some enlightenment and inspirations for researchers to makefurther studies in this aspect.
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Chapter Two Literature Review


This chapter gives the literature review regarding the following aspects: theessence and cognitive process of listening comprehension and its vital role inforeign/second language learning; the definitions of metacognition and metacognitiveawareness, the interaction between metacognitive awareness and metacognitivestrategy as well as the related researches conducted at home and abroad; researches onEnglish listening teaching in HTVCs.


2.1 The Listening Comprehension
Listening is a vital skill in the language acquisition, and listening comprehensionis a complex cognitive process which needs a great deal of effort in the second/foreignlanguage learning process.According to Vandergrift (2002), Listening comprehension lies at the heart oflanguage learning. However, it is possibly the least understood and researched skillcompared to the other three skills, and is also the most difficult one to learn because ofits invisibility and inaccessibility (Vandergrift, 2002). But just as many scholars haveidentified that listening is neither a passive nor a receptive skill, it is one kind ofcreative skill (Goh, 1998; Wenden, 1999). And the listening comprehension is an activeprocess that listeners come to the understanding through the information processing.According to Dunkel (1986), listening comprehension not only refers to theprocess that learners extract meaning from the incoming speech, but also includes theprocess that listeners relate their knowledge about the topic with the information theyhave just received. That is to say, listening comprehension is not simply the decodingof the literal meaning but a dynamic interactive process of the incoming informationand the existing knowledge stored in listeners’ mind under the influence of phonetics,vocabulary, grammar and rhetoric factors, etc.
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2.2 The Metacognition
In this section, metacognition and its two components, especially themetacognitive awareness will be fully explained in terms of definition, classificationand its role in foreign/second language learning. Also, a brief review on the interactionbetween metacognitive knowledge and metacognitive strategy will be made to addressthe theoretical context for the present study.The notion of “metacognition” is firstly put forward by American psychologist J.H. Flavell in 1970s based on the theory of metamemory. It is originally regarded as theknowledge about and the regulation of individuals’ cognitive activities in learningprocesses (Flavell, 1979).However, what is metacognition? Different researchers putforward different ideason this question through the years. In 1976, J. H. Flavell described it as one’sknowledge concerning one’s own cognitive processes and outcomes or anythingrelated to them, e.g., the learning-relevant properties of information or data. And in1981, he presented a more brief definition—the knowledge or cognitive enterprisesrelated to either reflecting or monitoring one’s cognitive activities. In Flavell’s view,metacognition or metacognitive awareness takes the form of knowledge andexperience. Flavell’s definition has made a fundamental base for later studies.
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CHAPTER THREE METHODOLOGY.........20
3.1 RESEARCH QUESTIONS........ 20
3.2 RESEARCH SUBJECTS........... 20
3.3 RESEARCH INSTRUMENTS.......... 21
3.4 THE COLLECTION OF THE DATA ...... 27
3.5 THE ANALYSIS OF THE DATA...... 27
CHAPTER FOUR RESULTS AND DISCUSSION ..........28
4.1 THE RESULT OF THE DESCRIPTIVE ANALYSIS AND DISCUSSION .......... 28
4.1.1 metacognitive awareness and discussion ........ 28
4.1.2 The result of descriptive analysis on subscales and discussion ......... 30
4.1.3 The summary ..... 35
4.2 THE RESULT OF THE CORRELATION ANALYSIS AND DISCUSSION........ 35
4.2.1 The result of the Pearson correlation analysis and discussion ........... 35
4.2.2 The result of the multiple regression analysis and discussion ........... 36
4.2.3 The summary ..... 38
4.3 THE RESULT OF INDEPENDENT SAMPLES T-TEST ANALYSIS ANDDISCUSSION.... 39
CHAPTER FIVE CONCLUSIONS....44
5.1 MAIN FINDINGS OF THE RESEARCH........ 44
5.2 IMPLICATIONS OF THE RESEARCH ......... 44
5.3 LIMITATIONS AND SUGGESTIONS .... 46


Chapter Four Results and Discussion


In this chapter, the collected data will be discussed in detail and the results will bepresented. Specifically, the descriptive analysis which is used to investigate the HTVCstudents’ metacognitive awareness on listening will be firstly carried out; and then therelationship between their listening comprehension proficiency and metacognitiveawareness on listening will be explored; finally, the difference between high- listeningproficiency and low- listening proficiency students in metacognitive awareness will beinvestigated.


4.1 The Result of the Descriptive Analysis and Discussion
In order to know the actual situation of the subjects’ metacognitive awareness onlistening, the descriptive analysis is applied in this section to calculate the maximum,minimum and average values as well as the standard deviation of each factorconcerned in the questionnaire. Table 4.1 gives detailed information about themetacognitive awareness and its five subscales; table 4.2 illustrates the specificinformation about each item. In this paper, the standard which is put forward byOxford and Burry-Stock (1995) on the regulation of strategy use is adopted todetermine to what degree that the subjects are aware of their metacognitive knowledgeand strategies used in the process of listening. According to the standard, the meanvalue in the range of 3.5-5.0 is considered to indicate a high level of metacognitiveawareness; the mean value in the range of 2.5-3.4 is considered to indicate a mediumlevel of metacognitive awareness; while the mean value in the range of 1.0-2.4 isconsidered to indicate a low level of metacognitive awareness.

高职高专非英语专业学生听力元认知意识和听力水平的相关性研究


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Conclusions


In this chapter, a summary of the major findings and the implications will beillustrated. Specifically, in section 5.1, the major findings of the present study will beconcluded; in section 5.2, the implications for English listening teaching in HigherTechnical and Vocational Colleges will be put forward; finally, in section 5.3, thelimitations of the this research and suggestions for future study will be stated.This study explored the HTVC students’ metacognitive awareness on Englishlistening and its correlationship with the listening comprehension. Based on theanalysis and discussions, the following conclusions have been drawn:
① The Higher Technical and Vocational College students reveal a medium levelof metacognitive awareness on English listening in general. They are aware of the fivecategories of metacognitive knowledge in a descending order by Mental translation,Inference and association, Person and task knowledge, Planning and evaluation andDirected attention.
② There is a significant and positive correlationship between subjects’metacognitive awareness and their English listening comprehension. Among the fivesubscales, the factors of Planning and evaluation, Person and task knowledge andDirected attention have significantly positive effect on the listening comprehensionproficiency; the factor of Mental translation has significantly negative influence onlistening comprehension proficiency; the factor of Inference and association does notshow statistically significant influence on the listening comprehension.
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References (omitted)




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