初中生英语听力元认知策略培养的实验研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-11-22编辑:lgg点击率:7046
论文字数:36715论文编号:org201711171657002492语种:英语 English地区:中国价格:$ 66
关键词:初中英语论文元认知元认知策略培养英语听力
摘要:本文是初中英语论文,笔者认为英语是国际通用语言,它拥有最大的人口使用的是全世界包括中国。不管在哪里,人走或旅行,可如果他们能说英语,这是相当方便的世界各地的人们用英语母语的人交流。
ple languages to describe their own or other people’s experience andexpress their simple opinions; meanwhile, learners can understand small passages thatare common seen or published on the English newspaper; then learners should be ableto draft and devise small narrations, instructions, rules and so on; and learners shouldbe able to try different educational resources to fetch information, broaden theirknowledge, solve simple problems and describe the results.
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1.2 Research questions
Many studies about metacognitive strategy in English listening on universitiesand senior high schools have been done, so there are so many research results thatlearners or other researcher can use as
References. However, there are only a fewstudies are about Junior high school.This
thesis aims at studying:1) Can Junior high school students’ metacognitive awareness be strengthenedwith metacognitive strategy training?2) Can Junior high school students’ ability of catching plot development inEnglish listening be improved with metacognitive strategy training?
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Chapter 2
literature review
This chapter explains the theories related to this study. First, the strategies forlistening are explained; Then the definition of Metacognition is told; And the authorexplains the definition and classification of Metacognitive Strategy. At last, thischapter tells the general literature review on the previous and present studies whichare about metacognitive strategy and listening in ELT at home and abroad.
2.1 Definition of Strategies
The term “strategies” has been used in many studies, many characteristics of itwill be introduced below: 1. Strategies refer to both specific skills or actions andgeneral methods that are used in the process of second language learning; 2. Strategiesare problem-oriented: some strategy are utilized to solve these problems in learning; 3.Generally speaking, learners know about these strategies that they use and they canrecognize what these strategies are made up if they are asked to pay more attention tothe things they are thinking or doing; 4. Strategies contain non-linguistic behavior(such as doing some gestures so as to be understood what the actor wants to do) andlinguistic behavior (such as tell others what the actor is thinking); 5. Some strategiesare spiritual while others are behavioral. As a result, some strategies can not be seendirectly, while others can be seen directly; 6. Linguistic strategies can be performedboth in the native language and in a foreign language; 7. On the whole, strategies arenot directly good for learning by offering learners information about the secondlanguage that they are able to deal with. But some strategies may conduce directly aswell, for instance, repetition strategies directed at detailed oracy and theunderstanding of some story; 8. Strategies use vary greatly because of the task thatindividual learner preferences and the learner is engaged in.O’Malley and Chamot discriminated three crucial kinds of strategies accordingto the information-processing model on which their researches are based.
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2.2 Listening Strategies
Many English learners think that listening is not only the most difficult languageskill, but also the most helpless in their learning. They can read again or more andlook up the dictionaries if they cannot understand what the passage is talking about inreading. The
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