导　　师： 朱亚夫

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 听力在英语教学中起着重要的作用，它是听说读写四项基本技能中非常重要的一环。它不是一项被动的活动，而是一个积极主动的复杂的过程。其提高对促进学习者的英语整体水平的提高具有积极的作用。因此，很多国内外学者都在积极探索方法和策略来提高学生的听力水平。因此英语学习策略也就成为语言教与学中最热门的研究课题之一。 一般而言，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。在这三种策略中元认知策略高于另外两种策略。它是学习者调控学习过程的行为，是一种高层次的实施性技巧，可以对学习过程进行计划、安排、监控、调节和评价。元认知策略主要分为:计划策略、监控策略和评估策略。 本文旨在研究元认知策略在初中英语听力课堂中的应用，回答以下两个问题：1.元认知策略在初中英语听力教学中的训练能否提高学生听力理解的水平？2.元认知策略在初中英语听力教学中的训练能否提高学生元认知意识？为了验证以上两个问题，作者对东莞市石排中学初三年级的92名学生进行了一个为期三个月的基于元认知策略的听力教学实验。并从听前、听中、听后三个阶段分别做好听力学习的计划、监控和评估过程。作者将92名学生分为实验组和控制组进行教学试验。在这两组学生中，他们有相同的老师，相同的听力材料，相同的作业和相同的听力训练的时间。唯一不同的是，作者对实验组学生教授元认知策略的知识并训练学生将计划策略、监控策略和评估策略有效运用于听力过程中，而对控制组则以常规传统教法进行教学，不进行任何元认知策略的讲解和训练。通过试验前、后对实验组元认知策略方面的问卷调查和对比分析发现，实验后实验组学生对元认知策略的运用有了提高。收集好的两组学生的前测和后测的听力成绩，通过使用SPSS17.0统计软件，采用独立样本T检验和配对样本T检验来处理所得原始数据。研究取得了令人欣喜的结果。实验组经过将元认知策略运用于听力课堂后，后测听力成绩高于控制组。而在实验前这两个组在同一水平上。由此表明，元认知策略应用于初中英语听力课堂不仅有助于提高初中生的元认知意识，而且也能提高初中生的听力理解的水平。 Listening plays a significant role in the process of the English language learning. Itis very important in the four basic language skills /(listening, speaking, reading andwriting/). It is generally known that listening comprehension is not a passive activity butan active and complex process. The improvement of the listening comprehensionprovides a positive effect on the enhancement of learners’ overall foreign languagelevel. Therefore, many scholars and language teachers both outside and inside Chinahave been working hard to find out ways or strategies to improve the learners’listening ability. So, English learning strategy becomes one of the hottest topics in theresearch field of language learning and teaching. Generally speaking, learning strategies are divided into three categories. They aremetacognitive strategies, cognitive strategies, and social//affective strategies.Metacognitive strategies are at the higher level than the other two. It is an activitywhich can regulate and control the process of learning. It is also a higher order ofexecutive skill that may entail planning, managing, monitoring, regulating andevaluating the success of a learning activity. Metacognitive strategies can be furtherdivided into: planning strategy, monitoring strategy and evaluating strategy. This dissertation tends to study the application of metacognitive strategy to juniorEnglish class and attempts to provide answers to the following two questions:1. Willthe training of metacognitive strategies in junior English listening class improvejunior students’ listening proficiency?2. Will the training of metacognitive strategiesin junior English listening class promote junior students’ metacognitive awareness? Inorder to answer these two questions, the author carried out a three-month teachingexperiment on92Junior Three students from Dongguan Shipai Middle School basedon metacognitive strategy. And he carried out the experiment by training the studentsto use metacognitive strategies to plan, monitor and evaluate their listening learningprocess during pre-listening, while-listening and post-listening stages. The authordivides92students into two comparable groups: experimental group and controlledgroup. The teacher, the listening materials, the homework, the time they practice listening and so on are the same in the two groups. The only difference is that in theexperimental group, students are taught the knowledge of metacognitive strategiesand trained to apply planning strategy, monitoring strategy and evaluating strategy totheir listening learning process; while in the controlled group, the students are taughtin a traditional way, and no metacognitive strategy training was given to them.Through the investigation and data from the questionnaires of experimental group, thestudy finds that the experimental group’s metacognitive awareness has improved.Independent-samples T Test and Paired-Samples T Test /(SPSS17.0/) are applied tocalculate the data from the pre-and post-tests in the two groups. The study hasachieved encouraging results. The students’ achievements in experimental group inthe post-tests are higher than those in controlled group. But before the experiment, thetwo groups are at the same level. So the author finds that the application ofmetacognitive strategy to junior English listening class not only improve juniorstudents’ metacognitive awareness, but also promote their listening proficiency.

关 键 词： 元认知策略 初中生 听力课堂 应用

分 类 号： [G633.41]

领　　域： [文化科学]