英语论文网

留学生硕士论文 英国论文 日语论文 澳洲论文 Turnitin剽窃检测 英语论文发表 留学中国 欧美文学特区 论文寄售中心 论文翻译中心 我要定制

Bussiness ManagementMBAstrategyHuman ResourceMarketingHospitalityE-commerceInternational Tradingproject managementmedia managementLogisticsFinanceAccountingadvertisingLawBusiness LawEducationEconomicsBusiness Reportbusiness planresearch proposal

英语论文题目英语教学英语论文商务英语英语论文格式商务英语翻译广告英语商务英语商务英语教学英语翻译论文英美文学英语语言学文化交流中西方文化差异英语论文范文英语论文开题报告初中英语教学英语论文文献综述英语论文参考文献

ResumeRecommendation LetterMotivation LetterPSapplication letterMBA essayBusiness Letteradmission letter Offer letter

澳大利亚论文英国论文加拿大论文芬兰论文瑞典论文澳洲论文新西兰论文法国论文香港论文挪威论文美国论文泰国论文马来西亚论文台湾论文新加坡论文荷兰论文南非论文西班牙论文爱尔兰论文

小学英语教学初中英语教学英语语法高中英语教学大学英语教学听力口语英语阅读英语词汇学英语素质教育英语教育毕业英语教学法

英语论文开题报告英语毕业论文写作指导英语论文写作笔记handbook英语论文提纲英语论文参考文献英语论文文献综述Research Proposal代写留学论文代写留学作业代写Essay论文英语摘要英语论文任务书英语论文格式专业名词turnitin抄袭检查

temcet听力雅思考试托福考试GMATGRE职称英语理工卫生职称英语综合职称英语职称英语

经贸英语论文题目旅游英语论文题目大学英语论文题目中学英语论文题目小学英语论文题目英语文学论文题目英语教学论文题目英语语言学论文题目委婉语论文题目商务英语论文题目最新英语论文题目英语翻译论文题目英语跨文化论文题目

日本文学日本语言学商务日语日本历史日本经济怎样写日语论文日语论文写作格式日语教学日本社会文化日语开题报告日语论文选题

职称英语理工完形填空历年试题模拟试题补全短文概括大意词汇指导阅读理解例题习题卫生职称英语词汇指导完形填空概括大意历年试题阅读理解补全短文模拟试题例题习题综合职称英语完形填空历年试题模拟试题例题习题词汇指导阅读理解补全短文概括大意

商务英语翻译论文广告英语商务英语商务英语教学

无忧论文网

联系方式

非英语专业大学生英语听力元认知策略培训的实证研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-29编辑:lgg点击率:5225

论文字数:37158论文编号:org201707262238465696语种:英语 English地区:中国价格:$ 66

关键词:英语毕业论文元认知英语听力理解策略培训

摘要:本文是英语毕业论文,本文运用元认知策略在听力教学激发许多学者极大的兴趣,他们认为,通过计划、监控和评估,元认知策略在英语听力的整个过程中发挥的部分,使听力更有效

ning, andrelated research about the training in English listening at home and abroad.

2.1 Metacognitive strategy
According to Flavell, who was the first one to proposed it, metacognition refersto “one’s knowledge about one’s own cognitive processes or anything related to them”(Flavell, 1976, 231). It was broadly defined as “the awareness of how one learns,whether one does or does not understand; the knowledge of how to use availableinformation to achieve a goal, what strategies to use for what purpose; the ability tojudge the cognitive demands of a particular task; and the assessment of one’s progressboth before and after performance” (Flavell, 1979, 906-911). A lot of studies providedevidence to support that language learning can be greatly influenced by metacognition(Goh & Hu 2014; Wenden 1999), and its degree varied depending on differentlearners (Goh 1999; Veenman et al. 2006). Magaldi (2010) put forward that theapplication of metacognition can only be achieved through the continuousimplementation of metacognitive strategies in practice. Therefore, metacognitivestrategies were considered to be of critical importance (Goh 2008), and wereempirically found to conduce to language learning.
..........

2.2 Meta-cognitive strategy Training in Listening Instruction
Although a large amount of research on listening carried out, no acknowledgeddefinition on listening was achieved, which partly because it is difficult to describemental activities involved in listening. Originally, Barker put forward that listeningwas a process of “hearing, attending, understanding, and remembering” (Barker,1971). Later, Barker & Watson (1984) redefined listening as four related activities:sensing, interpreting, evaluating, and responding. Rost (2002) declared that listeningcontains a process activities of receiving language input, interpreting its meaning, andinternalizing meaning by involvement and imagination. Though different scholarspossess particular expression of what listening is, most of them share the core ideathat listening is a complex, constructive and active process to perceptually speculatethe meaning of all words, phrases, sentences and even the emotions of the speaker.Listening strategies are essential to improve listening ability,which are generallybased on O’Malley & Chamot’s learning strategy framework, and classified intometa-cognitive strategy, cognitive strategy, as well as social/ affective strategy. In thepast few decades, strategy instruction for listening has been increasingly focused bylistening experts such as Goh (2002), Hasan (2000), Mareschal (2007) and Vandergrift(2003). However, empirical research on metacognitive strategy to listening instructionwas just a recent development (Vandergrift, 2007). According to theoretical andempirical studies, Vandergrift & Goh (2012) came to the point that metacognitivestrategy is significant for learners to have a full understanding listening requirement during listening process, and to help them manage the listening comprehensionprocess more comprehensively and flexibly.
.........

Ⅲ Methodology............16
3.1 Research Context........16
3.2 Participants.....17
3.3 Instruments.....18
3.3.1 Listening Tests for Pre-test and Post-test........ 18
3.3.2 Questionnaire...............18
3.3.3 Interview..........20
3.4 Procedures of training............ 20
3.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。
英国英国 澳大利亚澳大利亚 美国美国 加拿大加拿大 新西兰新西兰 新加坡新加坡 香港香港 日本日本 韩国韩国 法国法国 德国德国 爱尔兰爱尔兰 瑞士瑞士 荷兰荷兰 俄罗斯俄罗斯 西班牙西班牙 马来西亚马来西亚 南非南非