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.
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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.
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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
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