發(fā)布時間：2021-04-07 15:41

　　在二語習(xí)得中,聽力是一項非常重要和基本的語言技能。近年來,它得到了越來越多的關(guān)注。隨著元認(rèn)知理論的出現(xiàn)和發(fā)展,關(guān)于聽力的研究也不斷發(fā)展和豐富。20世紀(jì)70年代美國心理學(xué)家弗拉維爾提出了元認(rèn)知理論。在他看來,元認(rèn)知是對認(rèn)知的認(rèn)知。自從元認(rèn)知理論誕生以來,它引起了語言學(xué)家和學(xué)者們的興趣和關(guān)注。隨后,一些實證和非實證研究出現(xiàn)了。其中不乏關(guān)于元認(rèn)知意識與寫作、閱讀、口語和聽力之間關(guān)系的研究。其中一些是實證研究。然而,就聽力研究而言,關(guān)于元認(rèn)知與聽力理解能力的實證研究十分少見。此外,到目前為止,大部分關(guān)于聽力和元認(rèn)知的研究都是在高中和高職學(xué)校進(jìn)行的,而且以對元認(rèn)知意識的調(diào)查居多。關(guān)于元認(rèn)知理論對大學(xué)英語聽力教學(xué)的影響的實證研究是可行的而且非常必要。本研究致力于查證元認(rèn)知理論對大學(xué)英語聽力教學(xué)的影響。本文首先介紹了聽力理解的定義、重要性和過程,然后簡述了學(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)英語聽力教學(xué)的可行性和必要性。在論文撰寫過程中,筆者對元認(rèn)知在大學(xué)英語聽力教學(xué)中的作用進(jìn)行了實驗研究,并從中獲取了相關(guān)數(shù)據(jù)... 

【文章來源】：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

【文章頁數(shù)】：62 頁

【學(xué)位級別】：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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