元认知策略对英语学习内在动机促进作用实证研究--基于农科专业学生听力课堂教学案例

摘要

多年来英语学习研究领域的重点一直围绕着对外语学习影响因素的探讨。虽然近二十年来，国内对一些学习动机和学习策略关系的研究层出不穷，关于元认知策略对于语言学习动机的影响，尤其是对内在动机影响的研究却所见不多。而众所周知，内在动机才是促进语言学习成绩提高的最根本因素。听力作为二语习得的首要任务，得到二语习得研究者的广泛重视。在英语学习过程中，我国大学非英语专业学生普遍存在英语听力能力薄弱的问题，这很大程度上是因为他们在英语学习中缺乏学习目标和动机，没有明确的学习计划。同时，非英语专业的学生在英语学习中缺乏必要的学习动机和有效提高英语能力的学习策略。听力理解认知过程的深入研究有待研究者进步一探索(Verdergrift，2003). 本文以外语学习元认知策略理论和外语学习动机理论为依据，通过实验设计，采用定量分析法，以120名农科专业学生为研究对象，对实验班采取为期一年的元认知培训，并在学年末对实验班和对照班进行了语言学习动机和听力元认知策略使用情况问卷调查。所有有效数据全部录入电脑，利用SPSS18.0对其进行分析，并运用皮尔逊相关分析探讨了听力元认知策略对英语学习内在动机的促进作用，最后通过独立样本T检验分析实验班和对照班英语学习动机方面的差异以及对元认知策略的使用情况。研究目的是得出英语听力元认知策略培训能有效激发农科专业大学生的内在动机的结论，希望能为大学英语教学提供切实可行地参考和建议。在英语学习中有计划地展开元认知策略教学，可以有效提高学生内在学习动机，从而达到提听力成绩的目的。

目录

声明

Abstract

摘要

Contents

List of Figures and Tables

Chapter I Introduction

1．1 Research Background

1．2 Significance and Purpose of the Study

1．3 Organization of the Thesis

Chapter 2 Literature Review

2．1 Meta-cognitive Strategies

2．1．1 Meta-cognitive Theory

2．1．2 Definitions of Meta-cognitive Strategies

2．1．3 Classifications of Meta-cognitive Strategies

2．2 Language Learning Motivation

2．2．1 Definitions of Language Learning Motivation

2．2．2 Development of Theories of L2 Motivation

2．2．3 Categorizations of Language Learning Motivation

2．3 Listening Comprehension

2．4 The Correlation Between Listening of Meta-cognitive Strategies and Motivation

2．4．1 L2 Listening Meta-cognitive Knowledge

2．4．2 The Role of Motivation in L2 Listening

2．5 Summary

Chapter 3 Research Design and Process

3．1 Research Questions

3．2 Research Design

3．2．1 Subjects

3．2．2 Instruments

3．3 Experimental Process

3．3．1 Pretest for Listening Proficiency

3．3．2 A Meta-cognitive Strategy Approach to Listening

3．3．3 Posttest for Listening Proficiency

3．4 Data Collection Methods

3．5 Data Analysis Methods

3．6 Summary

Chapter 4 Results and Discussion

4．1 The Analysis of Relevant Information on the Demographic Variables

4．2 Listening Proficiency of the Students Before and After the Experiment

4．3 Motivational Orientation of Agricultural College Students

4．4 Listening Meta-cognitive Strategies by Agricultural College Students

4．5 Promoting Influence of Meta-cognitive Strategies on Intrinsic Learning Motivation in Listening

4．6 Summary

Chapter 5 Conclusion

5．1 Major Findings

5．1．1 Findings Related to Listening Proficiency of Agricultural College Students

5．1．2 Findings Related to Listening Meta-cognitive Strategies of Agricultural College Students

5．1．3 Findings Related to Motivation Orientations of Agricultural College Students

5．1．4 Findings Related to the Promoting Influence of Meta-cognitive Strategies to Intrinsic Motivation of Agricultural College Students

5．2 Pedagogical Implications

5．2．1 Implications for Meta-cognitive Strategy Training

5．2．2 Implications for the Inspiration of Intrinsic Motivation

5．3 Limitations and Recommendations of the Study

References

Appendix

Paper Published in the Period of Master Education

Acknowledgements