高职英语听力教学中元认知策略培养的实证研究
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摘要
众所周知,在我国英语学习者特别是高职学生听力学习非常薄弱。造成这个问题的原因有两个:一是学生听力基础差,且课堂听力训练时间非常有限。二是学生很少思考听力学习中的弱点和存在的问题,且大部分没有听力自学计划,不能充分利用课外时间进行持之以恒的听力训练。实际上,以上两个问题反映出高职学生普遍缺少一种对学习进行自我计划、自我监控和自我评估的意识,也就是缺少一种非常重要的学习策略—元认知学习策略。因此笔者认为,很有必要在这方面对学生加强指导和培训。本研究旨在提高学生元认知意识的基础上,在英语听力教学中对学生进行元认知策略训练,培养学生自主学习能力,提高听力学习效果。
元认知策略(由美国心理学家弗拉维尔20世纪70年代首先提出来的)研究开始于30多年前。然而,在我国把元认知策略培训与听力教学相结合的研究还比较少,而以高职学生为研究对象的实证研究更是凤毛麟角。此外,笔者还发现:几乎所有已有的研究都是有关学生课堂学习过程的元认知策略培养,很少涉及学生课外学习中元认知策略的培养。而本研究不仅包含在英语听力课堂内融入元认知策略的培训,而且包含了在课堂外进行学生的元认知策略培养。
本研究中的实验对象是来自湖南大众传媒职业技术学院2006级的两个非英语专业自然班。在进行了元认知策略运用情况和自主学习能力调查及英语听力水平初试之后,根据研究对象各方面条件须尽量相似的原则,在这两个班级中各选出20名学生作为实验组和控制组。同时,根据学生的听力初试成绩,试验组学生又分别分为听力学习成功组和不成功组(每组各10名)。实验组和控制组在教师、教材和教学时间的安排上完全相同,唯一不同的是在实验组的听力教学中融入元认知策略培训,而控制组没有。培训时间为一学期。首先我们利用一节课的时间对学生进行了元认知理论培训。然后对实验组学生进行了课内和课外的元认知策略培训。课内培训主要是培训学生在听前、听中和听后三个阶段运用元认知策略进行听力训练。课外培训主要是要求学生制订课外听力自我训练计划,采取写日记的方式进行课外自学的自我监控、自我评估和调节。培训完成后,再次进行元认知策略运用情况、自主学习能力调查和英语听力水平考试,以确定培训效果。最后我们运用SPSS 12.0软件对所得实验数据进行了分析。
本研究的实验结果表明:1.元认知策略培训能有效提高学生元认知意识;2.元认知策略培训有助于提高学生的听力水平;3.元认知策略培训对听力学习不成功者帮助比较显著;4.进行元认知策略培训有助于提高学生的自主学习能力。
除了引言和结尾部分外,本论文由四个章节组成:第一章是有关听力理解和元认知策略的文献综述。第二章是关于英语听力教学中元认知策略培训的实验设计方案和操作过程。第三章是关于实验数据的采集和分析。第四章是本实验结果的讨论。
As we know,many EFL learners in our country,especially students at vocational colleges do have a lot of difficulties in their English listening learning.There are two causes of this problem.One is that they are poor in listening,and the classroom time for listening teaching is rather insufficient.The other is that they seldom think about what weakness and problems lie in their listening learning,and most of them have no long-term self-study plans.They can not make good use of their after-class time to perform persistent listening practice by themselves.In fact,the two causes reflect that most of the EFL learners especially at vocational college lack the awareness of self-planning,self-monitoring and self-evaluating in their studies,i.e,they lack a kind of very important learning strategy—metacognitive strategy.Thus the author thinks that it is necessary for us to do something to help our EFL learners in this aspect. So in this study we conducted an experiment to integrate the metacognitive strategy training into listening teaching in the hope of cultivating the students' metacognitive awareness and learner autonomy to improve their listening learning effect.
The researches on metacognitive strategies(first definitely advanced by the American psychologist J.H.Flavell)began about 30 years ago. However,in our country there are very few studies integrating the metacognitive strategy training into listening teaching or targeting the subjects of vocational college EFL learners.What's more,most of the studies in our country are mainly concerned cultivating EFL learners' metacognitive strategies in in-class learning instead of their after-class learning.Thus the present empirical study focuses on cultivating EFL learners' metacognitive strategies not only in their in-class learning but also in their after-class learning.
The subjects of this study are from two Grade 2006 classes of Hunan Mass Media Vocational and Technical College.After some investigations of metacognitive strategy application and learner autonomy and a pre-test of the listening proficiency were carried out,20 students from each class were chosen to form the experimental group and control group respectively,based on the principle of condition-proximity.Meanwhile, the 20 students in the experimental group were sub-classified into successful listeners(10 students)and unsuccessful listeners(10 students) respectively according to the results of the listening pre-test.Both the experimental group and control group had the same teacher,the same teaching materials,and the same class time.The only difference was that the experimental group received metacognitive strategy training in listening class,but the control group did not.The training lasted a semester.Firstly,one period of metacognitive theory training was given to the experimental group.Then in-class and after-class metacognitive strategy training followed.The in-class training was performed in three steps:pre-listening,while-listening,and post-listening.In after-class training,the students in the experimental group were required to work out their self-directed learning plans,and to self-monitor and self-evaluate their after-class self-study by keeping diaries.After one semester' training, some investigations of metacognitive strategy application and learner autonomy and a post-test of the listening proficiency were conducted to both the experimental group and the control group to find out the training effect.The data in this study were transformed into SPSS 12.0 for further analysis.
Based on the analyses of the results of the study,we can conclude that:1)metacognitive strategy training can significantly increase EFL learners' metacognitive awareness;2)metacognitive strategy training can greatly improve EFL learners' listening proficiency;3)metacognitive strategy training produces more obvious benefits on the unsuccessful listeners;4)metacognitive strategy training can facilitate cultivating the EFL learners' autonomy.
Besides the introduction and the conclusion,this thesis consists of four chapters.Chapter One is a brief literature review of listening comprehension and metacognitive strategies.Chapter Two is a description of the experiment design and the procedure of the metacognitive strategy training experiment.Chapter Three is about data collection and analysis. Chapter Four is a discussion of the experiment results.
元认知策略(由美国心理学家弗拉维尔20世纪70年代首先提出来的)研究开始于30多年前。然而,在我国把元认知策略培训与听力教学相结合的研究还比较少,而以高职学生为研究对象的实证研究更是凤毛麟角。此外,笔者还发现:几乎所有已有的研究都是有关学生课堂学习过程的元认知策略培养,很少涉及学生课外学习中元认知策略的培养。而本研究不仅包含在英语听力课堂内融入元认知策略的培训,而且包含了在课堂外进行学生的元认知策略培养。
本研究中的实验对象是来自湖南大众传媒职业技术学院2006级的两个非英语专业自然班。在进行了元认知策略运用情况和自主学习能力调查及英语听力水平初试之后,根据研究对象各方面条件须尽量相似的原则,在这两个班级中各选出20名学生作为实验组和控制组。同时,根据学生的听力初试成绩,试验组学生又分别分为听力学习成功组和不成功组(每组各10名)。实验组和控制组在教师、教材和教学时间的安排上完全相同,唯一不同的是在实验组的听力教学中融入元认知策略培训,而控制组没有。培训时间为一学期。首先我们利用一节课的时间对学生进行了元认知理论培训。然后对实验组学生进行了课内和课外的元认知策略培训。课内培训主要是培训学生在听前、听中和听后三个阶段运用元认知策略进行听力训练。课外培训主要是要求学生制订课外听力自我训练计划,采取写日记的方式进行课外自学的自我监控、自我评估和调节。培训完成后,再次进行元认知策略运用情况、自主学习能力调查和英语听力水平考试,以确定培训效果。最后我们运用SPSS 12.0软件对所得实验数据进行了分析。
本研究的实验结果表明:1.元认知策略培训能有效提高学生元认知意识;2.元认知策略培训有助于提高学生的听力水平;3.元认知策略培训对听力学习不成功者帮助比较显著;4.进行元认知策略培训有助于提高学生的自主学习能力。
除了引言和结尾部分外,本论文由四个章节组成:第一章是有关听力理解和元认知策略的文献综述。第二章是关于英语听力教学中元认知策略培训的实验设计方案和操作过程。第三章是关于实验数据的采集和分析。第四章是本实验结果的讨论。
As we know,many EFL learners in our country,especially students at vocational colleges do have a lot of difficulties in their English listening learning.There are two causes of this problem.One is that they are poor in listening,and the classroom time for listening teaching is rather insufficient.The other is that they seldom think about what weakness and problems lie in their listening learning,and most of them have no long-term self-study plans.They can not make good use of their after-class time to perform persistent listening practice by themselves.In fact,the two causes reflect that most of the EFL learners especially at vocational college lack the awareness of self-planning,self-monitoring and self-evaluating in their studies,i.e,they lack a kind of very important learning strategy—metacognitive strategy.Thus the author thinks that it is necessary for us to do something to help our EFL learners in this aspect. So in this study we conducted an experiment to integrate the metacognitive strategy training into listening teaching in the hope of cultivating the students' metacognitive awareness and learner autonomy to improve their listening learning effect.
The researches on metacognitive strategies(first definitely advanced by the American psychologist J.H.Flavell)began about 30 years ago. However,in our country there are very few studies integrating the metacognitive strategy training into listening teaching or targeting the subjects of vocational college EFL learners.What's more,most of the studies in our country are mainly concerned cultivating EFL learners' metacognitive strategies in in-class learning instead of their after-class learning.Thus the present empirical study focuses on cultivating EFL learners' metacognitive strategies not only in their in-class learning but also in their after-class learning.
The subjects of this study are from two Grade 2006 classes of Hunan Mass Media Vocational and Technical College.After some investigations of metacognitive strategy application and learner autonomy and a pre-test of the listening proficiency were carried out,20 students from each class were chosen to form the experimental group and control group respectively,based on the principle of condition-proximity.Meanwhile, the 20 students in the experimental group were sub-classified into successful listeners(10 students)and unsuccessful listeners(10 students) respectively according to the results of the listening pre-test.Both the experimental group and control group had the same teacher,the same teaching materials,and the same class time.The only difference was that the experimental group received metacognitive strategy training in listening class,but the control group did not.The training lasted a semester.Firstly,one period of metacognitive theory training was given to the experimental group.Then in-class and after-class metacognitive strategy training followed.The in-class training was performed in three steps:pre-listening,while-listening,and post-listening.In after-class training,the students in the experimental group were required to work out their self-directed learning plans,and to self-monitor and self-evaluate their after-class self-study by keeping diaries.After one semester' training, some investigations of metacognitive strategy application and learner autonomy and a post-test of the listening proficiency were conducted to both the experimental group and the control group to find out the training effect.The data in this study were transformed into SPSS 12.0 for further analysis.
Based on the analyses of the results of the study,we can conclude that:1)metacognitive strategy training can significantly increase EFL learners' metacognitive awareness;2)metacognitive strategy training can greatly improve EFL learners' listening proficiency;3)metacognitive strategy training produces more obvious benefits on the unsuccessful listeners;4)metacognitive strategy training can facilitate cultivating the EFL learners' autonomy.
Besides the introduction and the conclusion,this thesis consists of four chapters.Chapter One is a brief literature review of listening comprehension and metacognitive strategies.Chapter Two is a description of the experiment design and the procedure of the metacognitive strategy training experiment.Chapter Three is about data collection and analysis. Chapter Four is a discussion of the experiment results.
引文
Anderson, A,&Lynch,T.. Listening[M] .Oxford University Press,1998.
Anderson,N.J. The role of metacognition in L2 teaching and learning[J].ERIC Digest.2002.
Bentley,S.,& Bacon,S.E. The all new, state of-the-art ILA definition of listening:Now that we have it ,what do we do with it?[J] Listening post,1996.
Berne,J.E. Listening comprehension strategies: a review of the literature[J].Foreign Language Annals, 2004,(37)4:521-533.
Brown, A.L.,& Palincsar,A.S. Inducing strategies learning from texts by means of informed,self-control training[J].Topics in Learning and Learning Disabilities, 1982,(1):1-17.
Brown,H.D. Principles of Language Learning and Teaching [M] , Printice-Hall.Inc,1987.
Byrnes,H. The Role of Listening Comprehension:A Theoretical Base[J].Foreign Language Annals,1984,(17),317-329.
Carrell,P.L.,Pharis,B.G, and Liberto,J,C. Metacognitive Strategy Training for ESL Reading [J].TESOL Quarterly,1989,(4):64 7-678.
Celce-Murcia,M.1995. Dissourse analysis and the teaching of listening [M],Oxford University Press, 1995.
Cohen,A.D. Strategies in Learning and Using a Second Language [M].Addison Wesley Longman Limited,2000.
Ellis,R. The Study of Second Language Acquisition[M]. Oxford: Oxford University Press, 1994.
Flavell,J.H. Metacognitive Aspect of Problem Solving[A].In L.B.Resnick(Ed.), The Nature of Intelligence[C].Hillsdale,NJ: Eribaum,1976,231-236.
Flavell,J.H. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry[J] American Psychologist, 1979,(34), 906-911.
Gardner,D.,& Maclntyre,P. Motivational variables in second language acquisition [J]. Studies in Second Language Acquisition, 1991, (13),57-72.
Gardner,D.,& Miller, L.Establishing Self-Access:from Theory to Practice[C].上海: 上海外语教育出版社, 2002。
Gilman,R.A.& L.M.Moody. What practitioners pay about listening: Research implications for the classroom[J] .Foreign Language Annals1984,(17):331-334.
Goh,C,C,M.Teaching listening in the language classroom [M]. Singapore:SEAMEO Regional Language Center,2002.
Kasper,L.F. Assessing the Metacognitive Growth of ESL Student Writers[J/OL].(serialonline).TESL-EJ(E1-09),http://www.leyotosu.jp /information/tesl-ej/Ejog/all.html, 1997.
Mendelsohn,D.and Rubin,J. A guide for the teaching of second language listening[M].San Diego,CA: Dominie Press,1994.
Murphy,J.M. An Investigation into the Listening Strategies of ESL College Students[M]. Columbia University,New York,1985.
O'Malley,J.M.,Chamot,A.U.,Stewner-Manzanares,G..,R.Russo&Kupper,L. Learning strategy applications with students of English as a second language [J].TESOL Quarterly:1985,(3):557-584.
O'Malley,J.M.,Chamot,A.U.and Kupper,L. Listening comprehension strategies in second language acquisition[J]. Applied Linguistics,1989,10(4):418-437
O'Malley,J.M.,Chamot,A.U.& Kupper,L.Listening comprehension strategies in second language acquisition[J].Applied Linguistics,1989,(10),418-437.
O'Malley,J.M.&Chamot,A.U.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
Oxford,R.L.Language Learning strategies:What Every Teacher Should Know[M].New York:Newbury House,1990.
Oxford,R.Research update on L2 listening[J].System,1992,(21):205-11.
Purpura,J.E.An analysis of the relationships between test takers'cognitive and metacognitive strategy use and second language test performance[M].Language Learning.1999.(2):289-325.
Rivers,W.& M.Temperpley.A Practical Guide to the Teaching of English[M].New York:Oxford University press,1978.
Rost,M.and Ross,S.Learner use of strategies in interaction:typology and teachability[J].Language Learning,1991,41:235-243.
Rost,M.Teaching and Researching Listening[M].London:Longman,2002.
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Rubin,J.What the "good language learner"can teach us[J].TESOL Quarterly.1992,(9):41-51.
Shu,D.F..FLT in China:Problems and Suggested Solutions[M].Shanghai:Shanghai Foreign Language Education Press,2004.
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Anderson,N.J. The role of metacognition in L2 teaching and learning[J].ERIC Digest.2002.
Bentley,S.,& Bacon,S.E. The all new, state of-the-art ILA definition of listening:Now that we have it ,what do we do with it?[J] Listening post,1996.
Berne,J.E. Listening comprehension strategies: a review of the literature[J].Foreign Language Annals, 2004,(37)4:521-533.
Brown, A.L.,& Palincsar,A.S. Inducing strategies learning from texts by means of informed,self-control training[J].Topics in Learning and Learning Disabilities, 1982,(1):1-17.
Brown,H.D. Principles of Language Learning and Teaching [M] , Printice-Hall.Inc,1987.
Byrnes,H. The Role of Listening Comprehension:A Theoretical Base[J].Foreign Language Annals,1984,(17),317-329.
Carrell,P.L.,Pharis,B.G, and Liberto,J,C. Metacognitive Strategy Training for ESL Reading [J].TESOL Quarterly,1989,(4):64 7-678.
Celce-Murcia,M.1995. Dissourse analysis and the teaching of listening [M],Oxford University Press, 1995.
Cohen,A.D. Strategies in Learning and Using a Second Language [M].Addison Wesley Longman Limited,2000.
Ellis,R. The Study of Second Language Acquisition[M]. Oxford: Oxford University Press, 1994.
Flavell,J.H. Metacognitive Aspect of Problem Solving[A].In L.B.Resnick(Ed.), The Nature of Intelligence[C].Hillsdale,NJ: Eribaum,1976,231-236.
Flavell,J.H. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry[J] American Psychologist, 1979,(34), 906-911.
Gardner,D.,& Maclntyre,P. Motivational variables in second language acquisition [J]. Studies in Second Language Acquisition, 1991, (13),57-72.
Gardner,D.,& Miller, L.Establishing Self-Access:from Theory to Practice[C].上海: 上海外语教育出版社, 2002。
Gilman,R.A.& L.M.Moody. What practitioners pay about listening: Research implications for the classroom[J] .Foreign Language Annals1984,(17):331-334.
Goh,C,C,M.Teaching listening in the language classroom [M]. Singapore:SEAMEO Regional Language Center,2002.
Kasper,L.F. Assessing the Metacognitive Growth of ESL Student Writers[J/OL].(serialonline).TESL-EJ(E1-09),http://www.leyotosu.jp /information/tesl-ej/Ejog/all.html, 1997.
Mendelsohn,D.and Rubin,J. A guide for the teaching of second language listening[M].San Diego,CA: Dominie Press,1994.
Murphy,J.M. An Investigation into the Listening Strategies of ESL College Students[M]. Columbia University,New York,1985.
O'Malley,J.M.,Chamot,A.U.,Stewner-Manzanares,G..,R.Russo&Kupper,L. Learning strategy applications with students of English as a second language [J].TESOL Quarterly:1985,(3):557-584.
O'Malley,J.M.,Chamot,A.U.and Kupper,L. Listening comprehension strategies in second language acquisition[J]. Applied Linguistics,1989,10(4):418-437
O'Malley,J.M.,Chamot,A.U.& Kupper,L.Listening comprehension strategies in second language acquisition[J].Applied Linguistics,1989,(10),418-437.
O'Malley,J.M.&Chamot,A.U.Learning Strategies in Second Language Acquisition[M].Cambridge:Cambridge University Press,1990.
Oxford,R.L.Language Learning strategies:What Every Teacher Should Know[M].New York:Newbury House,1990.
Oxford,R.Research update on L2 listening[J].System,1992,(21):205-11.
Purpura,J.E.An analysis of the relationships between test takers'cognitive and metacognitive strategy use and second language test performance[M].Language Learning.1999.(2):289-325.
Rivers,W.& M.Temperpley.A Practical Guide to the Teaching of English[M].New York:Oxford University press,1978.
Rost,M.and Ross,S.Learner use of strategies in interaction:typology and teachability[J].Language Learning,1991,41:235-243.
Rost,M.Teaching and Researching Listening[M].London:Longman,2002.
Rost,M..Teaching and Researching Listening[M].Beijing:Foreign Language Teaching and Research Press,2005.
Rubin,J.What the "good language learner"can teach us[J].TESOL Quarterly.1992,(9):41-51.
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