大學(xué)英語聽力元認(rèn)知策略培訓(xùn).pdf

1、Listening is not only a skill area in language performance， but also acritical means of EFL acquisition. In China， its importance is alsorecognized and consolidated in the form of both curriculum design andtesting. Howev

2、er， how to develop learners' English listening abilityremains an arduous task for English teachers and researchers。 Over the past twenty years research on metacognitive strategies hasbeen on the rise， and a new app

3、roach-the metacognitive approach hasalso been proposed by scholars abroad to facilitate L2 listeningdevelopment. However， in China a little research has been done to probeinto the effects of metacognitive strategy traini

4、ng on English listening。Therefore， the author of this thesis has carried out an empirical study，attempting to explore a new perspective from which college Englishlistening can be taught。 The thesis reports a study o

5、f listening metacognitive strategytraining on non-English majors at Century College of Beijing Universityof Posts and Telecommunications， and discusses its implication inCollege English listening instruction. A pre-and p

6、ost-testing of listeningcomprehension and a questionnaire on listening metacognitive strategyuse were employed as main instruments and 88 students from twoauthentic classes took part in the experiment。 The present s

7、tudy first probed into the overall situation of listeningmetacognitive strategies used by EFL first-year non-English majors。Through data analysis， the following have been obtained.（1）Thefrequency of metacognitive strateg

8、y use in the questionnaire is medium。（2）The frequencies of metacognitive strategy use from high to low are：self-monitoring， self-planning and self-evaluation。 During the experimental phase， first a framework of list

9、eningmetacognitive strategy training was developed， and then it wasimplemented in Experimental Class for over a 16-week period of time，while Control Class received the listening instruction withoutmetacognitive st

10、rategy training. The whole experiment focused on thefollowing three research questions：（1） what effect does thismetacognitive strategy training have on students' listening metacognitivestrategy use?（2）Whether this

11、metacognitive strategy training willimprove students' actual listening comprehension?（3）Which group ofstudents benefit the most from this listening metacognitive strategytraining， low-level， intermediate-level or high-le

12、vel students? Through SPSS， the results proved the feasibility and effectiveness ofthe metacognitive strategy training in improving this specific group ofstudents' listening comprehension. As regards to the first an

13、d the thirdresearch questions， the major findings can be summarized as follows：（1）this metacognitive strategy training does improve this specific group ofstudents' use frequency of metacognitive strategies in listening a

14、s well astheir listening metacognitive awareness；（2）this metacognitive strategytraining has significantly improved this specific group of students' usefrequency of self-planning and self-evaluation；（3）as for the specific

15、metacognitive strategies self-planning and self-evaluation， the usefrequency of students from low level has increased the most， while inself-monitoring， the use frequency of students from intermediate level hasbeen impro

16、ved the most after this training。 Then， tentative discussions about the results， limitations andimplications were put forward； furthermore， suggestions for futureresearch in EFL listening metacognitive strategy inst