在二語(yǔ)習(xí)得中,聽(tīng)力是一項(xiàng)非常重要和基本的語(yǔ)言技能。近年來(lái),它得到了越來(lái)越多的關(guān)注。隨著元認(rèn)知理論的出現(xiàn)和發(fā)展,關(guān)于聽(tīng)力的研究也不斷發(fā)展和豐富。20世紀(jì)70年代美國(guó)心理學(xué)家弗拉維爾提出了元認(rèn)知理論。在他看來(lái),元認(rèn)知是對(duì)認(rèn)知的認(rèn)知。自從元認(rèn)知理論誕生以來(lái),它引起了語(yǔ)言學(xué)家和學(xué)者們的興趣和關(guān)注。隨后,一些實(shí)證和非實(shí)證研究出現(xiàn)了。其中不乏關(guān)于元認(rèn)知意識(shí)與寫(xiě)作、閱讀、口語(yǔ)和聽(tīng)力之間關(guān)系的研究。其中一些是實(shí)證研究。然而,就聽(tīng)力研究而言,關(guān)于元認(rèn)知與聽(tīng)力理解能力的實(shí)證研究十分少見(jiàn)。此外,到目前為止,大部分關(guān)于聽(tīng)力和元認(rèn)知的研究都是在高中和高職學(xué)校進(jìn)行的,而且以對(duì)元認(rèn)知意識(shí)的調(diào)查居多。關(guān)于元認(rèn)知理論對(duì)大學(xué)英語(yǔ)聽(tīng)力教學(xué)的影響的實(shí)證研究是可行的而且非常必要。本研究致力于查證元認(rèn)知理論對(duì)大學(xué)英語(yǔ)聽(tīng)力教學(xué)的影響。本文首先介紹了聽(tīng)力理解的定義、重要性和過(guò)程,然后簡(jiǎn)述了學(xué)習(xí)策略的概念和分類,隨后描述了元認(rèn)知和元認(rèn)知策略,之后列舉了關(guān)于元認(rèn)知理論的國(guó)內(nèi)外的研究狀況,并提出了把元認(rèn)知策略應(yīng)用于大學(xué)英語(yǔ)聽(tīng)力教學(xué)的可行性和必要性。在論文撰寫(xiě)過(guò)程中,筆者對(duì)元認(rèn)知在大學(xué)英語(yǔ)聽(tīng)力教學(xué)中的作用進(jìn)行了實(shí)驗(yàn)研究,并從中獲取了相關(guān)數(shù)據(jù)... 

【文章來(lái)源】：東北大學(xué)遼寧省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：62 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter Ⅰ Introduction
Chapter Ⅱ Literature Review and Theoretical Framework
    2.1 Listening Comprehension
        2.1.1 The Definition of Listening Comprehension
        2.1.2 The Importance of Listening Comprehension
        2.1.3 The Process of Listening Comprehension
    2.2 Learning Strategies
        2.2.1 The Definition of Learning Strategies
        2.2.2 The Classification of Learning Strategies
    2.3 Metacognition and Metacognitive Strategies
        2.3.1 Metacognition
        2.3.2 Metacognitive Strategies
    2.4 Previous Studies on the Metacognitive Theory and Listening
        2.4.1 The Overseas Studies on Metacognitive Theory and Listening
        2.4.2 The Studies on Metacognitive Theory and Listening at Home
    2.5 Feasibility and Necessity of Applying Metacognitive Strategies to Listening Teaching
        2.5.1 Necessity of Applying Metacognitive Strategies to Listening Teaching
        2.5.2 Feasibility of Applying Metacognitive Strategies to Listening Teaching
Chapter Ⅲ Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Measurement of English Proficiency
        3.3.3 SPSS16.0
        3.3.4 Teaching Materials
        3.3.5 Teaching Methods
    3.4 Research Procedure
        3.4.1 Stage One
        3.4.2 Stage Two
            3.4.2.1 The Theoretical Training of Metacognitive Theory
            3.4.2.2 The Practical Training of Metacognitive Theory
        3.4.3 Stage Three
Chapter Ⅳ Results and Discussion
    4.1 The Situation of Metacognitive Strategy Use in English Listening Comprehension in thePretest and Posttest
    4.2 Effectiveness of Metacognitive Strategies for Listening Comprehension Competence
        4.2.1 The Total Score of Listening Comprehension
        4.2.2 The Multiple Choice Score
        4.2.3 The Compound Dictation Score
        4.2.4 Summary
Chapter Ⅴ Conclusion
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest Paper
Appendix Ⅲ Posttest Paper



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