元认知策略在高职高专英语听力教学中的应用
摘要
听、说、读、写四项语言技能中,听是关键。在理论上,元认知策略意识的培养有助于学习者语言学习能力的提高。然而,元认知策略培训与听力教学相结合的实证研究却十分缺乏,特别是以职业技术院校的学生为对象的研究更是鲜见。
本研究的受试为闽北职业技术学院两个自然班的73名学生,其中试验组和控制组的人数分别是37和36人。实验中,研究者对试验组为期三个月在听力课堂上融入元认知策略的培训,而控制组则按常规的听力教学进行。实验数据采用问卷调查和前、后测的方法收集。实验后,研究者应用SPSS14.0软件统计数据,分析元认知策略应用于高职高专听力教学的可行性。
研究结果表明,元认知策略的培训能有效提高高职高专学生的听力理解水平。数据显示,大多数学生的元认知意识在培训后都有显著提高;听力能力强的学生使用元认知策略的频率高于听力能力弱的学生,但在听力能力的提高程度上,听力能力弱的学生提高的程度高于听力能力强的学生。这说明元认知策略的培训对听力能力弱的学生更具有潜力。
Of all the language skills, listening plays a critical role in language learning. Theoretically, it is commonly accepted that there is a close correlation between metacognitive strategies and language learning proficiency and metacognitive strategies can be learned and correspondingly impact language learning competence through training. However, there were few studies which were conducted on metacognitive-strategy-based listening instruction in authentic teaching, especially, on the students' listening comprehension in technical and vocational colleges.
73 English major students from Minbei vocational and technical college participated in the study. 37 of them receiving metacognitive-strategy-based instruction for three months formed the experimental group while the other 36 served as the control group, following the scheduled listening syllabus. Data were obtained from questionnaires, pretests and posttests about metacognitive strategies in English listening and students listening competence. After experiment, the researcher analyzed the probability of such instruction in vocational and technical college after dealing with the experimental data by SPSS 14.0.
The results suggested that listeners' listening comprehension could be significantly facilitated through metacognitive strategy training, since the experimental group outperformed the control group statistically. Second, all the listeners' metacognitive awareness was significantly improved after the training. Third, some differences were found between competent and less competent listeners, in which the competent listeners outperformed less competent listeners based on the frequency that they employed the metacognitive strategies; Fourth, with respect to the degree of improvement, the data suggested that it was the less competent listeners that made significant improvement, which proved that metacognitive strategies training has greater potentialities for less competent listeners.
本研究的受试为闽北职业技术学院两个自然班的73名学生,其中试验组和控制组的人数分别是37和36人。实验中,研究者对试验组为期三个月在听力课堂上融入元认知策略的培训,而控制组则按常规的听力教学进行。实验数据采用问卷调查和前、后测的方法收集。实验后,研究者应用SPSS14.0软件统计数据,分析元认知策略应用于高职高专听力教学的可行性。
研究结果表明,元认知策略的培训能有效提高高职高专学生的听力理解水平。数据显示,大多数学生的元认知意识在培训后都有显著提高;听力能力强的学生使用元认知策略的频率高于听力能力弱的学生,但在听力能力的提高程度上,听力能力弱的学生提高的程度高于听力能力强的学生。这说明元认知策略的培训对听力能力弱的学生更具有潜力。
Of all the language skills, listening plays a critical role in language learning. Theoretically, it is commonly accepted that there is a close correlation between metacognitive strategies and language learning proficiency and metacognitive strategies can be learned and correspondingly impact language learning competence through training. However, there were few studies which were conducted on metacognitive-strategy-based listening instruction in authentic teaching, especially, on the students' listening comprehension in technical and vocational colleges.
73 English major students from Minbei vocational and technical college participated in the study. 37 of them receiving metacognitive-strategy-based instruction for three months formed the experimental group while the other 36 served as the control group, following the scheduled listening syllabus. Data were obtained from questionnaires, pretests and posttests about metacognitive strategies in English listening and students listening competence. After experiment, the researcher analyzed the probability of such instruction in vocational and technical college after dealing with the experimental data by SPSS 14.0.
The results suggested that listeners' listening comprehension could be significantly facilitated through metacognitive strategy training, since the experimental group outperformed the control group statistically. Second, all the listeners' metacognitive awareness was significantly improved after the training. Third, some differences were found between competent and less competent listeners, in which the competent listeners outperformed less competent listeners based on the frequency that they employed the metacognitive strategies; Fourth, with respect to the degree of improvement, the data suggested that it was the less competent listeners that made significant improvement, which proved that metacognitive strategies training has greater potentialities for less competent listeners.
引文
Anderson,N.J.2002.The role of metacognition in second language teaching and learning.ERIC Digest.Education.Resources Information Center.
Anderson,J Freeman R.1995.Cognitive psychology and its implication.(4th edition).W.H.& Company
Anderson,A.,& Lynch,T.1988.Listening.Oxfor University Press.
Brown,G & Yule,G.1983.Discourse Analysis.Cambridgs;Cambridge University Press
Brown,H.D.1994.Teaching by principles;An Interactive Approach to Language.Englewood Cliffs,New Jersey;Prentice Hall.
Bymes,H.1984.The Role of Listening Comprehension;A Theoretical Base.Foreign Language Annals.17;317-329
Bentley,S.,and Bacon,S.E.1996.The All New,State-of the-art ILA Definition of Listening;Now That We Have lt,What do we Do with.lt? Listening Post.1-5.
Brown,A.L.1987.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In E E.Weinert,& R.H.Kluwe(Eds.),Metacognition,motivation and understanding.Hillside,NJ;Lawrence Erlbaum Associates.
Brown,B.1987.Metacognition,Executive Control Self-regulation,and Other More Mysterious
Brown,G.1990.Listening to Spoken English.U.K;Longman.
Chamot,A.U.and Kupper,L.1989.Learning strategies in foreign language instruction.Foreign Language Annals.22,1;13-14.
Clark,H.and Clark,E.(1977).Psychology andlanguage.New York;Harcourt,Brace,Jovanovich.
Dunkel,P.A.1991.Listening in the Native and Second/Foreign Language toward an Integration of Research and Practice.TESOL Quarterly.25;439-449.
Feyten,C.M.1991.The power of listening ability;An overlooked dimension in language acquisition.Modem Language Journal.2;174-180,
Field,J.1998.Skills and Strategies;Towards a New Methodology for Listening.ELT Journal.52,2;110-118.
Flavell,J.H.1976.Metacognitive Aspect of Problem Solving.In L.B.Resnick(ed.).The Nature of lntellignce.Hillsdale,NJ;Eribaum..231-236.
Flavell,J.H.1979.Metacognition and Cognitive Monitoring;A New Area of Cognitive Developmental lnquiry.American Psychologist.34;901-911
Flavell,J.H.1985.Cognitive Development(2~nd),Englewood Cliffs,New Jersey Prentice Hall,Inc.
Goh,C.C.M.2002.Teaching listening in the language classroom.Singapore;SEAMEO Regional Language Center.
Gilman,R.A.&L.M.Moody.1984.What Practitioners Pay about Listening;Research Implications for the Classroom.Foreign Language Annals.17;331-334.
Holec,H.1981.Autonomy and Foreign Language Learning.Oxford;Pergamon.
Krashen,S.D.1990.Principles and Practices inSsecondLlanguage Acquisition.New York;Prentice-Hall.
Kasper,L.F.1997.Assessing the Metacognitive Growth of ESL Student Writers[J/OL].(serial online).TESL-EJ(E1-09),http;/1 www.leyotosu.jp/information/tesl-ej/Ejoglall.html.
Mechanisms.In F E.Weinert&R.H.Kluwe(eds.);Metacognition,Motivation and Understanding.Hillsdale,New Jersey;Lawrence Erlbaun Associates.65-116.
Mendelsohn,D.J.1994.Learning to listen;A strategy-bases approach.for the second language learner.San Diego;Dominie Press.28-34.
Morley,J.1991.Listening comprehension in Second/Foreign Language Instruction.In M.Celce-Murcia(ed). Teaching English as a Second or Foreign Language.2~nd ed.Boston;Heinle and Heinle.
Murphy,J.M.1985.An investigation into the listening strategies of ESL college students.Columbia University.
Nunan,D.1999.Second language teaching and learning.Boston;Heinle & Heinle.
Cohen,A.D.2000.Strategy-based Instruction for Learners of a Second Language.NASSP Bulletin.612;10-18.
Nunan,D.1999.Second language teaching and learning.Boston;Heinle&Heinle.
Oxford,R.L.1990.Language Learning Strategies;What Every Teacher Should Know.New York;Newbury House.
Oxford,R.L.1990.Language learning strategies;What every teacher should know.Boston;Heinle & Heinle Publisher
O'Malley,J.M.& Chamot,A.U.1989.Learning Strategies in Second Language Acquisition.Cambridge University Press.
O'Malley,J.Michael and Anna Uhl Chamot.2001.Learning Strategies in Second Language Acquisition.Shanghai Foreign Language Education
Rost,M.1992.Listening in LanguageLlearning.London;Longman Wilson.
Rost,M.1994.Introducing listening.London;Penguin.
Rost,M.2002.Teaching and researching listening.London;Education.
Rubin,J.1987.Learner strategies;Theoretical Assumptions,Research History and Typology.In A.Wenden,A & Rubin J.(Eds.),Learner Strategies in LanguageLlearning.London;Prentice Hall.
Rubin,J.and I.Thompson.1994.How to be a More Successful Language Learner(2~nd).Boston;Heinle & Heinle.
Thompson,I.and J.Rubin.1996.Can strategy instruction improve listening comprehension? Foreign Language Annals.29;331-342.
Thomas,O.N.1996.Consciousness and metacognition.American Psychologist.51;102-116.
Underwood,M.1989.Teaching Listening.;Longman.Group Ltd.
Vandergrift,L.1992.The Comprehension Strategies of Second Language(French)Listeners.Diss;University of Alberta,Canada.
Vandergrift,L.1996.The Listening Comprehension Strategies of Core French High School Students.The Canadian Modem Language Review.2;52-53.
Vandergrift,L.1999.Facilitate successful strategies second language listening comprehension;Acquiring ELT Journal.3;168-176.
Wenden,A.L.1987.Metacogmtion;an expanded view on the cognitive abilities of LZ learners.Language Learning.4;37-38.
Wenden,A.1999.An Introduction to Metacognitive Knowledge and Beliefs in Language Learning;beyond the basics.System.4;435-535.
Young,M.Y A.1997.Serial Ordering of Listening Comprehension Strategies Used by Advanced ESL.Learners in Hong Kong.Asian Journal of English Teaching.7;35-53.
Cai Dan[蔡丹],2006,《加强认知策略培训,提高学生专业英语听力水平》。硕士学位论文,西南大学。
Chen Hongping[陈红萍],2004,《大学英语听力理解策略的研究及培养》。硕士学位论文,华北电力大学。
Qing Xia[秦霞],2006,《大学生生英语听力元认知策略的培训及巩固》。硕士学位论文,西南大学。
Qiu Xiaoling[邱小玲],2004.,《基于元认知策略训练的英语听力教学》。硕士学位论文,华中师范大学。
Tian Xing[田星],2002,《元认知与外语听力教学》。硕士学位论文,南京师范大学。
Wen Qiufang[文秋芳].1996,《英语学习策略论》。上海外语教育出版社。
Xu Jinfen,Peng Renzhong and Wu Weiping[徐锦芬,彭任忠,吴卫平],2004.200非英语专业大学生自主性英语学习能力调查与分析,《外语教学与研究》第1期64-68。
Xue Yan[薛艳],2004,《外语听力教学中的关联理论》。硕士学位论文,福建师范大学。
Yu Xiaohong[于晓红],2004,《听力教学中的元策略的指导》。硕士学位论文,辽宁师范大学。
Zhang Lianfen[张莲芬],2006,《元认知在大学非英语专业英语听力教学中的应用》。硕士学位论文,西南大学。
Anderson,J Freeman R.1995.Cognitive psychology and its implication.(4th edition).W.H.& Company
Anderson,A.,& Lynch,T.1988.Listening.Oxfor University Press.
Brown,G & Yule,G.1983.Discourse Analysis.Cambridgs;Cambridge University Press
Brown,H.D.1994.Teaching by principles;An Interactive Approach to Language.Englewood Cliffs,New Jersey;Prentice Hall.
Bymes,H.1984.The Role of Listening Comprehension;A Theoretical Base.Foreign Language Annals.17;317-329
Bentley,S.,and Bacon,S.E.1996.The All New,State-of the-art ILA Definition of Listening;Now That We Have lt,What do we Do with.lt? Listening Post.1-5.
Brown,A.L.1987.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In E E.Weinert,& R.H.Kluwe(Eds.),Metacognition,motivation and understanding.Hillside,NJ;Lawrence Erlbaum Associates.
Brown,B.1987.Metacognition,Executive Control Self-regulation,and Other More Mysterious
Brown,G.1990.Listening to Spoken English.U.K;Longman.
Chamot,A.U.and Kupper,L.1989.Learning strategies in foreign language instruction.Foreign Language Annals.22,1;13-14.
Clark,H.and Clark,E.(1977).Psychology andlanguage.New York;Harcourt,Brace,Jovanovich.
Dunkel,P.A.1991.Listening in the Native and Second/Foreign Language toward an Integration of Research and Practice.TESOL Quarterly.25;439-449.
Feyten,C.M.1991.The power of listening ability;An overlooked dimension in language acquisition.Modem Language Journal.2;174-180,
Field,J.1998.Skills and Strategies;Towards a New Methodology for Listening.ELT Journal.52,2;110-118.
Flavell,J.H.1976.Metacognitive Aspect of Problem Solving.In L.B.Resnick(ed.).The Nature of lntellignce.Hillsdale,NJ;Eribaum..231-236.
Flavell,J.H.1979.Metacognition and Cognitive Monitoring;A New Area of Cognitive Developmental lnquiry.American Psychologist.34;901-911
Flavell,J.H.1985.Cognitive Development(2~nd),Englewood Cliffs,New Jersey Prentice Hall,Inc.
Goh,C.C.M.2002.Teaching listening in the language classroom.Singapore;SEAMEO Regional Language Center.
Gilman,R.A.&L.M.Moody.1984.What Practitioners Pay about Listening;Research Implications for the Classroom.Foreign Language Annals.17;331-334.
Holec,H.1981.Autonomy and Foreign Language Learning.Oxford;Pergamon.
Krashen,S.D.1990.Principles and Practices inSsecondLlanguage Acquisition.New York;Prentice-Hall.
Kasper,L.F.1997.Assessing the Metacognitive Growth of ESL Student Writers[J/OL].(serial online).TESL-EJ(E1-09),http;/1 www.leyotosu.jp/information/tesl-ej/Ejoglall.html.
Mechanisms.In F E.Weinert&R.H.Kluwe(eds.);Metacognition,Motivation and Understanding.Hillsdale,New Jersey;Lawrence Erlbaun Associates.65-116.
Mendelsohn,D.J.1994.Learning to listen;A strategy-bases approach.for the second language learner.San Diego;Dominie Press.28-34.
Morley,J.1991.Listening comprehension in Second/Foreign Language Instruction.In M.Celce-Murcia(ed). Teaching English as a Second or Foreign Language.2~nd ed.Boston;Heinle and Heinle.
Murphy,J.M.1985.An investigation into the listening strategies of ESL college students.Columbia University.
Nunan,D.1999.Second language teaching and learning.Boston;Heinle & Heinle.
Cohen,A.D.2000.Strategy-based Instruction for Learners of a Second Language.NASSP Bulletin.612;10-18.
Nunan,D.1999.Second language teaching and learning.Boston;Heinle&Heinle.
Oxford,R.L.1990.Language Learning Strategies;What Every Teacher Should Know.New York;Newbury House.
Oxford,R.L.1990.Language learning strategies;What every teacher should know.Boston;Heinle & Heinle Publisher
O'Malley,J.M.& Chamot,A.U.1989.Learning Strategies in Second Language Acquisition.Cambridge University Press.
O'Malley,J.Michael and Anna Uhl Chamot.2001.Learning Strategies in Second Language Acquisition.Shanghai Foreign Language Education
Rost,M.1992.Listening in LanguageLlearning.London;Longman Wilson.
Rost,M.1994.Introducing listening.London;Penguin.
Rost,M.2002.Teaching and researching listening.London;Education.
Rubin,J.1987.Learner strategies;Theoretical Assumptions,Research History and Typology.In A.Wenden,A & Rubin J.(Eds.),Learner Strategies in LanguageLlearning.London;Prentice Hall.
Rubin,J.and I.Thompson.1994.How to be a More Successful Language Learner(2~nd).Boston;Heinle & Heinle.
Thompson,I.and J.Rubin.1996.Can strategy instruction improve listening comprehension? Foreign Language Annals.29;331-342.
Thomas,O.N.1996.Consciousness and metacognition.American Psychologist.51;102-116.
Underwood,M.1989.Teaching Listening.;Longman.Group Ltd.
Vandergrift,L.1992.The Comprehension Strategies of Second Language(French)Listeners.Diss;University of Alberta,Canada.
Vandergrift,L.1996.The Listening Comprehension Strategies of Core French High School Students.The Canadian Modem Language Review.2;52-53.
Vandergrift,L.1999.Facilitate successful strategies second language listening comprehension;Acquiring ELT Journal.3;168-176.
Wenden,A.L.1987.Metacogmtion;an expanded view on the cognitive abilities of LZ learners.Language Learning.4;37-38.
Wenden,A.1999.An Introduction to Metacognitive Knowledge and Beliefs in Language Learning;beyond the basics.System.4;435-535.
Young,M.Y A.1997.Serial Ordering of Listening Comprehension Strategies Used by Advanced ESL.Learners in Hong Kong.Asian Journal of English Teaching.7;35-53.
Cai Dan[蔡丹],2006,《加强认知策略培训,提高学生专业英语听力水平》。硕士学位论文,西南大学。
Chen Hongping[陈红萍],2004,《大学英语听力理解策略的研究及培养》。硕士学位论文,华北电力大学。
Qing Xia[秦霞],2006,《大学生生英语听力元认知策略的培训及巩固》。硕士学位论文,西南大学。
Qiu Xiaoling[邱小玲],2004.,《基于元认知策略训练的英语听力教学》。硕士学位论文,华中师范大学。
Tian Xing[田星],2002,《元认知与外语听力教学》。硕士学位论文,南京师范大学。
Wen Qiufang[文秋芳].1996,《英语学习策略论》。上海外语教育出版社。
Xu Jinfen,Peng Renzhong and Wu Weiping[徐锦芬,彭任忠,吴卫平],2004.200非英语专业大学生自主性英语学习能力调查与分析,《外语教学与研究》第1期64-68。
Xue Yan[薛艳],2004,《外语听力教学中的关联理论》。硕士学位论文,福建师范大学。
Yu Xiaohong[于晓红],2004,《听力教学中的元策略的指导》。硕士学位论文,辽宁师范大学。
Zhang Lianfen[张莲芬],2006,《元认知在大学非英语专业英语听力教学中的应用》。硕士学位论文,西南大学。
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