在二語習得中,聽力是一項非常重要和基本的語言技能。近年來,它得到了越來越多的關注。隨著元認知理論的出現和發(fā)展,關于聽力的研究也不斷發(fā)展和豐富。20世紀70年代美國心理學家弗拉維爾提出了元認知理論。在他看來,元認知是對認知的認知。自從元認知理論誕生以來,它引起了語言學家和學者們的興趣和關注。隨后,一些實證和非實證研究出現了。其中不乏關于元認知意識與寫作、閱讀、口語和聽力之間關系的研究。其中一些是實證研究。然而,就聽力研究而言,關于元認知與聽力理解能力的實證研究十分少見。此外,到目前為止,大部分關于聽力和元認知的研究都是在高中和高職學校進行的,而且以對元認知意識的調查居多。關于元認知理論對大學英語聽力教學的影響的實證研究是可行的而且非常必要。本研究致力于查證元認知理論對大學英語聽力教學的影響。本文首先介紹了聽力理解的定義、重要性和過程,然后簡述了學習策略的概念和分類,隨后描述了元認知和元認知策略,之后列舉了關于元認知理論的國內外的研究狀況,并提出了把元認知策略應用于大學英語聽力教學的可行性和必要性。在論文撰寫過程中,筆者對元認知在大學英語聽力教學中的作用進行了實驗研究,并從中獲取了相關數據... 

【文章來源】：東北大學遼寧省 211工程院校 985工程院校 教育部直屬院校

【文章頁數】：62 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter Ⅰ Introduction
Chapter Ⅱ Literature Review and Theoretical Framework
    2.1 Listening Comprehension
        2.1.1 The Definition of Listening Comprehension
        2.1.2 The Importance of Listening Comprehension
        2.1.3 The Process of Listening Comprehension
    2.2 Learning Strategies
        2.2.1 The Definition of Learning Strategies
        2.2.2 The Classification of Learning Strategies
    2.3 Metacognition and Metacognitive Strategies
        2.3.1 Metacognition
        2.3.2 Metacognitive Strategies
    2.4 Previous Studies on the Metacognitive Theory and Listening
        2.4.1 The Overseas Studies on Metacognitive Theory and Listening
        2.4.2 The Studies on Metacognitive Theory and Listening at Home
    2.5 Feasibility and Necessity of Applying Metacognitive Strategies to Listening Teaching
        2.5.1 Necessity of Applying Metacognitive Strategies to Listening Teaching
        2.5.2 Feasibility of Applying Metacognitive Strategies to Listening Teaching
Chapter Ⅲ Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Measurement of English Proficiency
        3.3.3 SPSS16.0
        3.3.4 Teaching Materials
        3.3.5 Teaching Methods
    3.4 Research Procedure
        3.4.1 Stage One
        3.4.2 Stage Two
            3.4.2.1 The Theoretical Training of Metacognitive Theory
            3.4.2.2 The Practical Training of Metacognitive Theory
        3.4.3 Stage Three
Chapter Ⅳ Results and Discussion
    4.1 The Situation of Metacognitive Strategy Use in English Listening Comprehension in thePretest and Posttest
    4.2 Effectiveness of Metacognitive Strategies for Listening Comprehension Competence
        4.2.1 The Total Score of Listening Comprehension
        4.2.2 The Multiple Choice Score
        4.2.3 The Compound Dictation Score
        4.2.4 Summary
Chapter Ⅴ Conclusion
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pretest Paper
Appendix Ⅲ Posttest Paper



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