【作者】 刘洋；

【导师】 谭智；

【作者基本信息】 广东外语外贸大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 本论文旨在调查高职大专学生听力元认知策略的基本状况。主要研究问题分别为:(1)学生在听力过程中主要使用的元认知策略有哪些?(2)元认知策略的运用是否能更好地促进听力理解?(3)哪些因素可能影响学生对听力元认知策略的使用?论文采用问卷调查、回溯口述和采访方式,所得数据通过SPSS进行定量分析,并使用Vandergrift(1997)所设计的元认知听力策略分类进行定性分析。来自广州工商职业技术学院外语系的129名学生参与此次调查。本次研究主要发现有;首先,高职大专学生最常使用的听力元认知策略分别是注意力策略、问题指认策略和监控策略。其次,调查表明元认知策略运用有利于听力理解。学习英语年限、学习经验和信念等因素都会影响到听力元认知策略。本次研究的结果对英语教学和学习有一定促进作用。更多还原

【Abstract】 This thesis is to find out what metacognitive strategies vocational college students employ in EFL listening process. Three research questions explored in the study include: (1) What are the common metacognitive strategies adopted by EFL listeners when they listen? (2) Is the employment of metacognitive listening strategies related to better comprehension? (3) What factors may affect the use of metacognitive listening strategies by EFL learners?The present study adopts multi-methods to analyze EFL listeners’ performance, by which listeners’ metacognitive listening strategies are identified from questionnaire, retrospective verbalization and interview. All data is operated on the computer by SPSS and analyzed based on the categories of metacognitive strategies from Vandergrift(1997). Participants are 129 vocational college students from the department of foreign language.Main conclusions are made based on the findings of this study. Firstly, the top three metacognitive listening strategies frequently used are Attention, Identification, and Monitoring respectively. Secondly, research also shows that metacognitive strategies have a positive influence on English listening comprehension. Furthermore, it is found that the number of years of learning English, learning experience and beliefs contributed to the participants’ use of metacognitive listening strategy. The results of the study present some implications for teaching and learning.更多还原