基于元認(rèn)知策略培訓(xùn)和多模態(tài)教學(xué)的英語(yǔ)專業(yè)聽(tīng)力教學(xué)實(shí)證研究
發(fā)布時(shí)間：2024-10-15 19:28
在聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本語(yǔ)言技能中,聽(tīng)力作為其他三項(xiàng)技能的基礎(chǔ)在外語(yǔ)教學(xué)中占有重要地位,因?yàn)樘岣呗?tīng)力水平對(duì)提高學(xué)生的整體外語(yǔ)水平有積極的影響。因此,越來(lái)越多的國(guó)內(nèi)外學(xué)者開(kāi)始致力于研究能夠提高學(xué)習(xí)者聽(tīng)力水平的學(xué)習(xí)策略,其中元認(rèn)知策略被認(rèn)為是在很大程度上影響學(xué)習(xí)者成功與否的一項(xiàng)重要策略。有關(guān)元認(rèn)知策略在外語(yǔ)聽(tīng)力理解中作用的研究起源于O'Malley和Chamot(1990),此后國(guó)內(nèi)外以元認(rèn)知理論為基礎(chǔ)的外語(yǔ)聽(tīng)力研究成果不斷涌現(xiàn)。Vandergrift等(2006)以元認(rèn)知理論為指導(dǎo),在大量測(cè)試并反復(fù)檢驗(yàn)和修改的基礎(chǔ)上設(shè)計(jì)出一套聽(tīng)力元認(rèn)知意識(shí)問(wèn)卷(Metacognitive Awareness Listening Questionnaire,簡(jiǎn)稱 MALQ)。Vandergrift 和 Tafaghodtari(2010)借助這個(gè)問(wèn)卷探討了元認(rèn)知過(guò)程教學(xué)法對(duì)于提高法語(yǔ)作為第二語(yǔ)言(FSL)的法語(yǔ)學(xué)習(xí)者聽(tīng)力水平的作用�；谠撗芯�,本文試圖進(jìn)一步探討中國(guó)EFL環(huán)境下英語(yǔ)專業(yè)大學(xué)生聽(tīng)力元認(rèn)知意識(shí)和聽(tīng)力理解能力發(fā)展情況。此外,本研究還將顧曰國(guó)(2007)提出的多模態(tài)學(xué)習(xí)理念和元認(rèn)知過(guò)程教學(xué)法結(jié)合起來(lái)...
【文章頁(yè)數(shù)】：74 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
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
本文編號(hào)：4007920
【文章頁(yè)數(shù)】：74 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
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
本文編號(hào)：4007920
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