高职英语听力教学中的元认知策略培训
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摘要
高职高专英语课程的目的是发展学生的英语基础知识和听、说、读、写技能。本文通过对外语听力理解有关理论,元认知理论以及学习策略理论等研究成果进行总结与系统分析,并结合高职学生听力水平现状与所存在的问题,试图将以元认知策略指导为中心的元认知策略培训应用于高职英语听力教学,以帮助高职学生提高听力理解水平。
本研究着重回答五个问题:高职学生元认知策略的使用情况如何;高职学生有哪些主要的听力问题;如何进行有效的元认知策略培训;元认知策略培训是否能有效地增强高职学生的元认知意识以及培训能否促进其听力成绩的提高。
本研究的受试为某高等职业技术学院应用外语系英语专业两个班共84名一年级新生。其中一个班42名同学为实验组,接受了为期一个学期的基于元认知能力培养的听力策略培训;另一个班为控制组(42名同学),听力教学与实验组遵循相同的教纲,但是不接受任何形式的元认知培训。
在为期一学期的培训结束后,对两组学生听力测试成绩以及对实验组问卷调查结果的分析与研究证实:只有实验组在接受了以元认知策略指导为中心的听力教学模式培训后,学生的元认知意识和听力水平得到了真正的提高。
由此可见,在高职英语听力教学中实行元认知策略与教学相结合的培训对于提高高职学生的元认知水平、优化学习方式、增强自我监控能力和提高听力成绩都有十分积极的作用,因此对于学生基础水平不高、语言环境缺乏、学时少而教学内容多的高职高专英语教学具有十分积极的启示意义。
HVTE (Higher Vocational and Technical Education) English Course aims to develop students' basic English knowledge and skills in listening, speaking, reading and writing. This thesis reports a tentative study for developing vocational college students' listening proficiency from the viewpoint of metacognitive-strategy-centered training. This study investigates the general level of vocational college students' metacognitive awareness about English listening comprehension and tries to explore the relationship between metacognitive strategy training and listening comprehension.
Eighty-four English major students from two intact classes of a vocational college participated in the one-semester study: one class of 42 students who received metacognitive-strategy-centered instruction comprised experimental group; the other class of 42 served as control group, receiving normal strategy instruction without metacognitive components. Data were obtained and analyzed through questionnaires, the subjects' weekly diaries and the performance of the listening tasks on a pre-post basis by both groups.
The results show that metacognitive-strategy-centered listening instruction effectively increases vocational college students' metacognitive awareness and plays a positive role in actual listening comprehension, which verifies the feasibility and effectiveness of the metacognitive-strategy-centered instructional model.
Based on the findings of the current research, some pedagogical implications for metacognitive strategy training are discussed, and corresponding limitations and suggestions are included in the thesis to promote future research in this field.
本研究着重回答五个问题:高职学生元认知策略的使用情况如何;高职学生有哪些主要的听力问题;如何进行有效的元认知策略培训;元认知策略培训是否能有效地增强高职学生的元认知意识以及培训能否促进其听力成绩的提高。
本研究的受试为某高等职业技术学院应用外语系英语专业两个班共84名一年级新生。其中一个班42名同学为实验组,接受了为期一个学期的基于元认知能力培养的听力策略培训;另一个班为控制组(42名同学),听力教学与实验组遵循相同的教纲,但是不接受任何形式的元认知培训。
在为期一学期的培训结束后,对两组学生听力测试成绩以及对实验组问卷调查结果的分析与研究证实:只有实验组在接受了以元认知策略指导为中心的听力教学模式培训后,学生的元认知意识和听力水平得到了真正的提高。
由此可见,在高职英语听力教学中实行元认知策略与教学相结合的培训对于提高高职学生的元认知水平、优化学习方式、增强自我监控能力和提高听力成绩都有十分积极的作用,因此对于学生基础水平不高、语言环境缺乏、学时少而教学内容多的高职高专英语教学具有十分积极的启示意义。
HVTE (Higher Vocational and Technical Education) English Course aims to develop students' basic English knowledge and skills in listening, speaking, reading and writing. This thesis reports a tentative study for developing vocational college students' listening proficiency from the viewpoint of metacognitive-strategy-centered training. This study investigates the general level of vocational college students' metacognitive awareness about English listening comprehension and tries to explore the relationship between metacognitive strategy training and listening comprehension.
Eighty-four English major students from two intact classes of a vocational college participated in the one-semester study: one class of 42 students who received metacognitive-strategy-centered instruction comprised experimental group; the other class of 42 served as control group, receiving normal strategy instruction without metacognitive components. Data were obtained and analyzed through questionnaires, the subjects' weekly diaries and the performance of the listening tasks on a pre-post basis by both groups.
The results show that metacognitive-strategy-centered listening instruction effectively increases vocational college students' metacognitive awareness and plays a positive role in actual listening comprehension, which verifies the feasibility and effectiveness of the metacognitive-strategy-centered instructional model.
Based on the findings of the current research, some pedagogical implications for metacognitive strategy training are discussed, and corresponding limitations and suggestions are included in the thesis to promote future research in this field.
引文
[1]Anderson,A.& Lynch,T.Listening.Cambridge:Cambridge University Press.1988.
[2]Anderson,J.R.Cognitive psychology and its implications.4th Edition.New York:Freeman,1995.
[3]Brown,B.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In Weinert & Kluwe(eds.):Metacognition,motivation and understanding.Hillsdale,NJ:Lawrence Erlbaum Associates.1987:65-116.
[4]Brown,G.Listening to spoken English.2nd ed.London and New York:Longman.1990.
[5]Call,M.E.Auditory short-term memory,listening comprehension and the input hypothesis.TESOL Quarterly.1985,(19-4):765-781.
[6]Carrier,K.The social environment of second language listening:Status plays a role in comprehension? The Modern Language Journal.1999:83.
[7]Carrell,P.,Gajdusek,L.& Wise,Y.Metacognition and EFL/ESL reading,Instructional Science.1998(26):97-112.
[8]Carrell,P.L.et al.,Metacognition and EFL/ESL reading.In Hartman,H.J.(ed.),Metacognition in learning and instruction:Theory,research,and practice.Dordercht:Kluwer Academic Publishers.2001:229-244.
[9]Cavanaugh,J.C.& M,Perlmutter.Metamemory:A critical examination.Child Development.1982(53):11-28.
[10]Celce-Murcia,M.Discourse analysis and the teaching of listening.In Cook,G.and Seidlhofer,B.(eds).Principles & Practice in Applies Linguistics.Oxford:Oxford University Press.1995.
[11]Clark,H.& Clark,E.Psychology and language.New York:Harcourt,Brace,Jovanovich.1977.
[12]Cohen,A.D.Strategies in learning and using a second language.Addison Wesley Longman Limited.1998:67.
[13] Dunkel, P.A. Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly. 1991, Vol. 25 (3): 431-457.
[14] Ellis, R. The study of second language acquisition. Oxford: Oxford University Press. 1994.
[15] Feyten, C. M. The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal. 1991(75): 173-180.
[16] Flavell, J. H, Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist. 1979 (34/10): 906-911.
[17] Flavell, J, H. Metacognitive development. In J. M. Scandura & C.J. Brainerd (Eds.) Structural/process theories of complex human behaviour. Alphen a. D. Rijn, The Netherlands: Sijthoff& Noordhoff. 1978.
[18] Flavell, J. H. Cognitive development (2nd). Englewood Cliffs. New Jersey Prentice-Hall Inc. 1985.
[19] Garrod, S. Language comprehension in context: A psychological perspective. Applied Linguistics. 1986(7/3): 226-238.
[20] Goh, C. A cognitive perspective on language learners' listening comprehension problems. System, 2000(28): 55-75.
[21] Goh, C. & Taib, Y. Metacognitive Instruction in Listening for Young Learners. ELT Journal. 2006, 60(3): 222-232.
[22] Goh, C. Metacognitive awareness and second language listeners. ELT Journal. 1997, 51(4): 361-369.
[23] Gourgey, A. Metacognition in basic skills instruction. Instructional Science. 1998(26): 81-96.
[24] Gu, P.Y. Robin Hood in SLA: what has the learner strategy research taught us? Asian Journal of English Language Teaching. 1996(6): 1-29.
[25] Hartman, H. H. & Sternberg R. J. A broad BACEIS for improving thinking. Instructional Science. 1993(21): 401-425.
[26] Hartman, H. J. Metacognition in teaching and leaning: An introduction. Instructional Science. 1998(26): 1-3.
[27] Hartman, H. J. (ed.) Metacognition in Learning and Instruction: Theory, Research and Practice. Kluwer Academic Publishers. 2001: 33-68.
[28] Hasan, A. S. Learner's perceptions of listening comprehension problems. Language, Culture and Curriculum, 2000(13/2): 137-153.
[29] Joiner, E. Teaching listening: How technology can help. In Bush, M. D. and Terry, R.M. (eds.).Technology-enhanced language learning. Lincolnwood: National Textbook Company. 1997: 105.
[30] Mendelsohn, D.J. Learning to listening. San Diego, CA: Dominie Press. 1994.
[31] Morley, J. Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed). Teaching English as a second or foreign language. 2nd ed. Boston: Heinle and Heinle Publishers. 1991
[32] Nae-Dong Yang. The relationship between EFL learners' beliefs and learning strategy use. System. 1999(27): 515-535
[33] O'Malley, J.M. and Chamot, A.U, The cognitive basis for second language instruction. In Alatis J.E.(eds.). Linguistics, language teaching and language acquisition: The interdependence of theory, practice and research (Georgetown University Round Table on Language and Linguistics). Washington D.C.: Georgetown University Press. 1990: 484-485.
[34] O'Malley, J. M. & Chamot, A. U. Learning strategies in second language acquisition. Cambridge University Press. 1990.
[35] O'Malley, J.M. & Chamot, A. U. and Kupper, L. Listening comprehension strategies in second language acquisition. Applied Linguistics. 1989(10/4): 413-437.
[36] O'Malley, J.M., Chamot, A.U., Stewner-Mazanaren, G., Russo, R. & Kupper, L. Learning strategies applications with students of English as second language. TESOL Quarterly. 1985(19): 285-296.
[37] Oxford, R.L. Language learning strategies: What every teacher should know. Boston: Heinle & Heinle publisher. 1990.
[38] Paris, S.G., Lipson, M.Y. & Wixson, K. K., Becoming a strategic reader. Contemporary Educational Psychology. 1983(8): 293-316.
[39] Richards, J. C. Listening comprehension: Approach, design, procedure. In Long, M.H. & Richards J.C. (eds.) Methodology in TESOL: A book of reading. Boston: Heinle & Heinle Publishers. 1987.
[40] Rost, M. Listening in language learning. New York: Longman. 1990.
[41] Rubin, J. A review of second language listening comprehension research. Modern Language Journal. 1994(78): 100-221.
[42] Rubin, J. Learner strategies: Theoretical assumptions, research history and typology. In Wenden A. and Rubin J. (ed.) Learner strategies in language learning. London: Prentice Hall. 1987.
[43] Schraw, G. Promoting general metacognitive awareness. Instructional Science. 1998(26): 113-125.
[44] Schraw, G. Promoting general metacognitive awareness. In Hartman, H.J (ed.), Metacognition in learning and instruction: Theory, research, and practice. Dordercht: Kluwer Academic Publishers. 2001: 3-16.
[45] Swanson, H.L. Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology 1990(82):306-314.
[46] Thompson, I. & Rubin. J. Can strategy instruction improve listening comprehension? Foreign Language Annuals. 1996(3): 331-342.
[47] Underwood, M. Teaching Listening. London: Longman Group Ltd. 1989.
[48] Vandergrift, L. Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journals, 1999(53):168-176.
[49] Vandergrift, L. 'It was nice to see that our predictions were right': developing metacognition in L2 listening comprehension. The Canadian Modern Language Review. 2002(58): 555-575.
[50] Vandergrift, L. The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals. 1997(30): No.3: 386-403.
[51] Vann, R. J. & Abraham. R. G. Strategies of unsuccessful learners. TESOL Quarterly.1990(24):177-197.
[52]Vogely,A.Perceived strategy use during performance on three authentic listening comprehension tasks.The Modern Language Journal.1995.
[53]Wenden,A.An introduction to metacognitive knowledge and beliefs in language learning:beyond the basics.System.1999(27):435-441.
[54]Wenden,A.and Rubin,J.Learner strategies in Language learning.New Jersey:Prentice Hall.1987:149.
[55]Wenden,A.Learner Strategies for Learner Autonomy.Prentice Hall International.1991.
[56]Wenden,A.Metacognitive knowledge and language learning,Applied Linguistic.,1998(19/4):515-537.
[57]Williams,M.& Robert,L.B.Psychology for language teachers:A social constructivist approach.Cambridge:CUP.1997.
[58]纪康丽.外语学习中元认知策略的培训.外语界,2002(3):20-26.
[59]教育部高等教育司.高职高专教育英语课程教学基本要求(试行).北京:高等教育出版社,2000.
[60]林琼.第二语言听力理解不成功者的元认知能力研究.外语界,2002(2):40-44.
[61]吕长竑.听力理解学习策略训练.外语教学,2001(3):16-23.
[62]苏远连.论听力学习策略的可教性--一项基于中国外语初学者的实验研究.现代外语,2003(1):48-56.
[63]文秋芳,王立非.英语学习策略实证研究.西安:陕西师范大学出版社,2003.
[64]文秋芳,王立非.英语学习策略理论研究.西安:陕西师范大学出版社,2003.
[65]文秋芳.英语成功者与不成功者在学习方法上的差异.外语教学与研究,1995(3):61-66.
[55]文秋芳.英语学习策略论.上海:上海外语教育出版社,1996.
[66]杨坚定.听力教学中的元认知策略培训.外语教学,2003(4):65-69.
[67]张彦君.通过学习者训练培养学习者自主性的实验.外语界,2004(1):54-61.
[68]郑敏.语言学习策略分类框架的质疑:兼评元认知策略的地位.外语与外语教学,2000(12):33-35.
[2]Anderson,J.R.Cognitive psychology and its implications.4th Edition.New York:Freeman,1995.
[3]Brown,B.Metacognition,executive control,self-regulation,and other more mysterious mechanisms.In Weinert & Kluwe(eds.):Metacognition,motivation and understanding.Hillsdale,NJ:Lawrence Erlbaum Associates.1987:65-116.
[4]Brown,G.Listening to spoken English.2nd ed.London and New York:Longman.1990.
[5]Call,M.E.Auditory short-term memory,listening comprehension and the input hypothesis.TESOL Quarterly.1985,(19-4):765-781.
[6]Carrier,K.The social environment of second language listening:Status plays a role in comprehension? The Modern Language Journal.1999:83.
[7]Carrell,P.,Gajdusek,L.& Wise,Y.Metacognition and EFL/ESL reading,Instructional Science.1998(26):97-112.
[8]Carrell,P.L.et al.,Metacognition and EFL/ESL reading.In Hartman,H.J.(ed.),Metacognition in learning and instruction:Theory,research,and practice.Dordercht:Kluwer Academic Publishers.2001:229-244.
[9]Cavanaugh,J.C.& M,Perlmutter.Metamemory:A critical examination.Child Development.1982(53):11-28.
[10]Celce-Murcia,M.Discourse analysis and the teaching of listening.In Cook,G.and Seidlhofer,B.(eds).Principles & Practice in Applies Linguistics.Oxford:Oxford University Press.1995.
[11]Clark,H.& Clark,E.Psychology and language.New York:Harcourt,Brace,Jovanovich.1977.
[12]Cohen,A.D.Strategies in learning and using a second language.Addison Wesley Longman Limited.1998:67.
[13] Dunkel, P.A. Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly. 1991, Vol. 25 (3): 431-457.
[14] Ellis, R. The study of second language acquisition. Oxford: Oxford University Press. 1994.
[15] Feyten, C. M. The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal. 1991(75): 173-180.
[16] Flavell, J. H, Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist. 1979 (34/10): 906-911.
[17] Flavell, J, H. Metacognitive development. In J. M. Scandura & C.J. Brainerd (Eds.) Structural/process theories of complex human behaviour. Alphen a. D. Rijn, The Netherlands: Sijthoff& Noordhoff. 1978.
[18] Flavell, J. H. Cognitive development (2nd). Englewood Cliffs. New Jersey Prentice-Hall Inc. 1985.
[19] Garrod, S. Language comprehension in context: A psychological perspective. Applied Linguistics. 1986(7/3): 226-238.
[20] Goh, C. A cognitive perspective on language learners' listening comprehension problems. System, 2000(28): 55-75.
[21] Goh, C. & Taib, Y. Metacognitive Instruction in Listening for Young Learners. ELT Journal. 2006, 60(3): 222-232.
[22] Goh, C. Metacognitive awareness and second language listeners. ELT Journal. 1997, 51(4): 361-369.
[23] Gourgey, A. Metacognition in basic skills instruction. Instructional Science. 1998(26): 81-96.
[24] Gu, P.Y. Robin Hood in SLA: what has the learner strategy research taught us? Asian Journal of English Language Teaching. 1996(6): 1-29.
[25] Hartman, H. H. & Sternberg R. J. A broad BACEIS for improving thinking. Instructional Science. 1993(21): 401-425.
[26] Hartman, H. J. Metacognition in teaching and leaning: An introduction. Instructional Science. 1998(26): 1-3.
[27] Hartman, H. J. (ed.) Metacognition in Learning and Instruction: Theory, Research and Practice. Kluwer Academic Publishers. 2001: 33-68.
[28] Hasan, A. S. Learner's perceptions of listening comprehension problems. Language, Culture and Curriculum, 2000(13/2): 137-153.
[29] Joiner, E. Teaching listening: How technology can help. In Bush, M. D. and Terry, R.M. (eds.).Technology-enhanced language learning. Lincolnwood: National Textbook Company. 1997: 105.
[30] Mendelsohn, D.J. Learning to listening. San Diego, CA: Dominie Press. 1994.
[31] Morley, J. Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed). Teaching English as a second or foreign language. 2nd ed. Boston: Heinle and Heinle Publishers. 1991
[32] Nae-Dong Yang. The relationship between EFL learners' beliefs and learning strategy use. System. 1999(27): 515-535
[33] O'Malley, J.M. and Chamot, A.U, The cognitive basis for second language instruction. In Alatis J.E.(eds.). Linguistics, language teaching and language acquisition: The interdependence of theory, practice and research (Georgetown University Round Table on Language and Linguistics). Washington D.C.: Georgetown University Press. 1990: 484-485.
[34] O'Malley, J. M. & Chamot, A. U. Learning strategies in second language acquisition. Cambridge University Press. 1990.
[35] O'Malley, J.M. & Chamot, A. U. and Kupper, L. Listening comprehension strategies in second language acquisition. Applied Linguistics. 1989(10/4): 413-437.
[36] O'Malley, J.M., Chamot, A.U., Stewner-Mazanaren, G., Russo, R. & Kupper, L. Learning strategies applications with students of English as second language. TESOL Quarterly. 1985(19): 285-296.
[37] Oxford, R.L. Language learning strategies: What every teacher should know. Boston: Heinle & Heinle publisher. 1990.
[38] Paris, S.G., Lipson, M.Y. & Wixson, K. K., Becoming a strategic reader. Contemporary Educational Psychology. 1983(8): 293-316.
[39] Richards, J. C. Listening comprehension: Approach, design, procedure. In Long, M.H. & Richards J.C. (eds.) Methodology in TESOL: A book of reading. Boston: Heinle & Heinle Publishers. 1987.
[40] Rost, M. Listening in language learning. New York: Longman. 1990.
[41] Rubin, J. A review of second language listening comprehension research. Modern Language Journal. 1994(78): 100-221.
[42] Rubin, J. Learner strategies: Theoretical assumptions, research history and typology. In Wenden A. and Rubin J. (ed.) Learner strategies in language learning. London: Prentice Hall. 1987.
[43] Schraw, G. Promoting general metacognitive awareness. Instructional Science. 1998(26): 113-125.
[44] Schraw, G. Promoting general metacognitive awareness. In Hartman, H.J (ed.), Metacognition in learning and instruction: Theory, research, and practice. Dordercht: Kluwer Academic Publishers. 2001: 3-16.
[45] Swanson, H.L. Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology 1990(82):306-314.
[46] Thompson, I. & Rubin. J. Can strategy instruction improve listening comprehension? Foreign Language Annuals. 1996(3): 331-342.
[47] Underwood, M. Teaching Listening. London: Longman Group Ltd. 1989.
[48] Vandergrift, L. Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journals, 1999(53):168-176.
[49] Vandergrift, L. 'It was nice to see that our predictions were right': developing metacognition in L2 listening comprehension. The Canadian Modern Language Review. 2002(58): 555-575.
[50] Vandergrift, L. The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals. 1997(30): No.3: 386-403.
[51] Vann, R. J. & Abraham. R. G. Strategies of unsuccessful learners. TESOL Quarterly.1990(24):177-197.
[52]Vogely,A.Perceived strategy use during performance on three authentic listening comprehension tasks.The Modern Language Journal.1995.
[53]Wenden,A.An introduction to metacognitive knowledge and beliefs in language learning:beyond the basics.System.1999(27):435-441.
[54]Wenden,A.and Rubin,J.Learner strategies in Language learning.New Jersey:Prentice Hall.1987:149.
[55]Wenden,A.Learner Strategies for Learner Autonomy.Prentice Hall International.1991.
[56]Wenden,A.Metacognitive knowledge and language learning,Applied Linguistic.,1998(19/4):515-537.
[57]Williams,M.& Robert,L.B.Psychology for language teachers:A social constructivist approach.Cambridge:CUP.1997.
[58]纪康丽.外语学习中元认知策略的培训.外语界,2002(3):20-26.
[59]教育部高等教育司.高职高专教育英语课程教学基本要求(试行).北京:高等教育出版社,2000.
[60]林琼.第二语言听力理解不成功者的元认知能力研究.外语界,2002(2):40-44.
[61]吕长竑.听力理解学习策略训练.外语教学,2001(3):16-23.
[62]苏远连.论听力学习策略的可教性--一项基于中国外语初学者的实验研究.现代外语,2003(1):48-56.
[63]文秋芳,王立非.英语学习策略实证研究.西安:陕西师范大学出版社,2003.
[64]文秋芳,王立非.英语学习策略理论研究.西安:陕西师范大学出版社,2003.
[65]文秋芳.英语成功者与不成功者在学习方法上的差异.外语教学与研究,1995(3):61-66.
[55]文秋芳.英语学习策略论.上海:上海外语教育出版社,1996.
[66]杨坚定.听力教学中的元认知策略培训.外语教学,2003(4):65-69.
[67]张彦君.通过学习者训练培养学习者自主性的实验.外语界,2004(1):54-61.
[68]郑敏.语言学习策略分类框架的质疑:兼评元认知策略的地位.外语与外语教学,2000(12):33-35.