外语听力学习中元认知策略培训有效性研究

摘要

O’Malley & Chamot(1985)根据认知心理学的发现，按照认知心理过程的水平或类型把学习策略分为三大类：元认知策略，认知策略和社会/情感策略。他们认为在这三种策略中元认知策略高于另外两种策略，因为它可以对学习过程进行计划、规范、监控和指导。近年来，关于元认知策略的研究吸引了众多研究者的关注。作为一种高层次的实施性技巧，元认知策略所涉及到的是有意识地运用元认知知识去计划、监控及评估学习过程的能力。一旦很好地掌握了这一策略，学生就可以对所处情形做出估算、计划及选择恰当的策略并对其加以协调、对所运用策略之有效性进行监控或评估和在必要之际对其计划进行修正。迄今为止，学习策略方面的研究已经指出了元认知在语言学习中所起的重要作用，也指出了元认知策略在学习进程中所具备的巨大潜能。二语习得研究肯定了元认知策略在语言学习中的重要作用：促使学习者自主地根据学习情况制定计划、选择合适的学习策略并对学习过程进行必要的监控和评价(Anderson，2002)。 但是，关于元认知策略培训有效性的研究基本上都是结果导向性，比如通常都采用完成培训后定量分析学生测试分数上的进步来衡量效果。这样的评估方法是片面的，需要通过定性分析策略培训对学习者学习进程的影响来作为补充。在相关的国内外研究基础上，本文以听力理解中元认知策略培训为例，旨在通过实证研究的方法，试图提出定量和定性相结合的元认知策略有效性评估方法，更全面的评估策略培训效果。48名非英语专业大学二年级学生参加了为期8个周的实验，即在听力课上接受基于普通策略教学的元认知及元认知策略培训。培训结束后，前测和后测得出的分数及问卷调查百分比数据的变化、学习者日志和教师访谈看出元认知策略培训的意义，帮助找出学习者在元认知策略培训过程及之后对听力技能的感受和掌握。这样定量和定性结合拓展了策略培训有效性的评估方法，从单一定量的关注分数结果延伸到定性的和关注培训过程及以学生为中心的评估。

目录

文摘

英文文摘

论文说明：List of Tables

声明

Acknowledgements

Chapter One Introduction

1.1 Background of the Study

1.2 Significance and Aims of the Study

1.3 Structure of the Thesis

Chapter Two Theoretical Background

2.1 Definition of Language Learning Strategies

2.2 Classification of Language Learning Strategies

2.3 Metacognitive Strategies

2.3.1 Definition of Metacognition

2.3.2 Relationship Between Metacognition and Cognition

2.3.3 Metacognitive Strategies

2.4 Distinction Between Cognitive and Metacognitive Strategies

Chapter Three Metacognitive Strategy Training

3.1 Overview of Previous Metacognitive Strategy Training

3.1.1 Metacognitive Strategy Training Research Abroad

3.1.2 Metacognitive Strategy Training Research in China

3.1.3 Implications from Previous Strategy Training Research

3.1.4Reasons for Choosing Listening Strategy Training as Example to Analyze

3.2 Studies on Metacognitive Strategy Training in Listening

3.2.1 Potential Problems in Listening Comprehension

3.2.2 Metacognitive Strategy-based Listening Training Research

3.2.3 Previous Studies of Metacognitive Strategy Use in Second Language Listening Comprehension and Listening Training

Chapter Four Metacognitive Strategy Training Program and the Result Evaluation

4.1 Views on Strategy Training Evaluation

4.2 Training Program

4.2.1 Subjects

4.2.2 Instruments

4.3 Description of the Experimental Procedure and the Result

Chapter Five Conclusion

5.1 Contributions of the Study

5.1.1 Practicability of Strategy-based Training

5.1.2 Extended Role of Metacognitive Strategies

5.1.3 Four Aspects as Evaluation Criteria

5.1.4 Combination of Quantitative and Qualitative Study-Expansion of Strategy Training Evaluation

5.2 Limitations of the Study

5.3 Suggestions for Further Study

References

Appendix