摘要
随着英语教学理论和学习策略研究的深入发展,人们愈来愈意识到听力在英语学习中的地位。然而,听力教学的研究没有得到足够的重视,听力水平犹如“瓶颈”制约了语言学习者其他能力的发展。因此,对于外语学习者而言,听力技能培训显得尤为重要。
元认知策略作为高层次的学习策略,在各个学科的发展也日益增多,本研究旨在探讨以元认知策略培训为基础的大学英语听力课堂教学模式,通过这种教学方法,帮助学生思考听力学习过程,从而培养学生的元认知能力,达到自主学习的最终目的。
本文探讨了大学英语听力教学与元认知策略教学相结合的实验教学过程,文章首先通过阐述外语听力理解的有关理论,元认知理论以及听力训练的相关理论,分析学生的元认知水平,结合具体现状,讨论元认知策略的计划,监控,评估以及补救在听力成绩方面的相关性,并为找出适合本校英语听力课堂教学的模式。研究涉及两个青海大学预备二级的英语分级班,92名非英语专业的大学一年级学生参加了实验过程,两班分别采取不同的听力教学模式:实验班实行以元认知策略为基础的听力教学,控制班实行常规教学。实验前,首先采用调查问卷分析本校大学新生的元认知水平及使用特点,并通过分析两班在实验前的听力水平,得出两班的听力成绩没有显著性差异,接着在实验中分别通过听前,听中,听后,直接,明确地将元认知策略贯穿于听力教学,最终得到以下几点研究结论:其一:在一学期后,实验组学生的听力成绩提高的较控制组的明显,而且后测成绩与元认知策略中的监控以及规划的相关性较明显;其二:元认知培训也在不同程度上增强了学生的自信心,使得元认知意识不断加强。这说明培训对听力学习有一定的促进作用。
本研究对听力教学的有关启示包括;第一:计划策略的制定影响了学生学习的时间投入,学生在制定了适合自己的计划后,听力的投入时间多了,而且也为实现学习的目标付出了一定的努力。第二:听力中的监控策略能促进学生注意力的集中并强化语言学习策略的应用意识。研究的不足之处在于培训前后评估和补偿策略没有显著性变化,尤其是补偿策略对后测成绩没有相关性。针对这一问题,作者分析可能的原因是培训时间较短,没有达到质的变化;其次:分级班同学来自不同的班级,同学间生疏不利于相互沟通及交流。
Listening is the primary means of EFL acquisition for most people. The development of listening as a skill and as a bridge for language input should assume critical importance in instruction. However, listening is often overlooked in language pedagogy and research, especially, instruction in listening has not been received much attention until recently.
With the study of learning strategies being on the rise, the area of strategy training for foreign language learners has become active recently. The point of integrating strategy instruction with language teaching is not to "accomplish" as many strategies as possible, but rather to focus the learners' attention on particular learning tasks, for example, listening. Learners can employ strategies to help them overcome obstacles in language use or language learning.
The study researched the integration of metacognitive strategies with listening of EFL non-English majors. The primary objective of the study is to find whether instruction on the use of metacognitive strategies would result in improved listening comprehension. A metacognitive-based instruction model was conducted in the listening class in order to activate learners' metacognitive processing of planning, monitoring, evaluating and compensating with the purpose of enhancing achievement in their listening comprehension and promoting strategy use and metacognitive awareness.
Ninety-two freshmen of non-English majors from two pre-band II classes participated in the study: the experimental class received metacognitive strategy-based instructional model, while the other class served as the control class, receiving listening instruction without metacognitive strategy training. A questionnaire of strategies of 28 items was composed of four categories of planning, monitoring, evaluating and compensating.
Data were obtained and analyzed through the results of pre-test and post-test of two classes. Results revealed that the subjects' in EC outperformed students in CC in terms of the percentage of students who showed improvement. This indicated that the metacognitive strategy instruction exerted some effect on average listeners. There also emerged an increase in use of metacognitive strategies after the training, and monitoring strategy showed the greatest increase. The students' oral reports indicated that students' metacognitive awareness of listening processes has been promoted, too.
The pedagogic implication for listening is as follows: first, planning strategy exerted more influence on students' time commitment, and then students devoted more time to their established plan; secondly, monitoring strategy can enhance students' attention during listening activities and cause them to employ more strategies.
The limitation of the study lies in a short period of training for the students and difficulty in communication due to students being from different classes in multi-level teaching.
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