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元认知策略在高中英语听力教学中的应用研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2015-12-30编辑:lgg点击率:5388

论文字数:38569论文编号:org201512291142043465语种:中文 Chinese地区:中国价格:$ 33

关键词:元认知策略高中英语听力教学

摘要:在本研究中,作者通过对元认知策略的了解及实际教学中的运用开展了为期三个月的听力指导教学研究,研究结果对英语教学和学生的学习能力的提升是有很大帮助的。

udies on the application ofmeta-cognitive strategies to senior high English listening are rare. Languageacquisition proceeds will be at a faster rate when students are aware of how toregulate their own learning with strategies. In Chinese senior high schools, Englishteachers do not pay much attention to cultivating meta-cognitive awareness oflistening. So this thesis intends to study the meta-cognitive strategies of seniorstudents in English classroom listening teaching, to test whether the students canbenefit from these strategies or not, so as to make it easy to improve senior studentslistening proficiency.
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Chapter Two Literature Review


2.1 Research on Learning Strategies
Before the late 1970s, teacher-centered classroom learning was emphasized inlanguage teaching. Since then, it altered to learner-centered. Therefore, learners havebecome the central figures in the classroom language learning. The role of learnerplays an increasingly important part in the learning process. After that, scientistsbegan their studies in language learning strategy. Learning strategy can help thelearners remember things better and do tasks more efficiently. Nevertheless, differentscholars have different understandings in relation to learning strategies.Stern in 1983 pointed out that strategies are forms of observable learningbehavior and they comprise the overall characters of the term “approach”. Strategiesare useful operable actions taken by learners consciously during learning. He alsodistinguishes the terms of “technique” and “strategy”. The former is defined asgeneral approach to learning, tend to static state, whereas the latter includes languagelearning behaviors observable in language activities and tend to dynamic state.Rubin in 1975 published an article named “What the good language learners canteach us”, which was the start of the research on learning strategy. She defined thatlearning strategies are strategies that learners select to construct and affects learningprocess which beneficial to the development of the language system. Later, Rubindivided the learning strategies into two classes. The first one was direct learningstrategy. The second was indirect learning strategy. However, she did not givedefinition to each strategy at that time.
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2.2 Meta-cognitive and Meta-cognitive Strategies
The meaning of “meta-cognition” is determined by its prefix “meta” and its wordpart “cognition”. The prefix ‘meta-’ literally indicates “change” or “alteration”.Meta-cognition, therefore, is a form of cognition, but a more comprehensive concepttranscending “cognition”.Flavell in 1976 indicated that meta-cognitive means cognitive process andproducts related to individual’s knowledge and orchestrating those processes such ascarefully planning, active monitoring, process regulation and results analysis, whichusually used for some concrete goals or objectives. Similar with Flavell, Wellmandefines meta-cognitive as people’s general idea of cognitive and the ways that learnersapply the knowledge into use in regulating their information processing and behaviors,which is a higher order thinking process. Many researchers simply emphasize thatmeta-cognitive is essentially a “person’s cognitive about cognitive”.To have a better understanding of meta-cognitive, we shall draw a distinctionbetween meta-cognitive and cognitive. People’s cognitive process are considered tooccur p论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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