元认知教学对不同水平学习者听力能力的影响

曲靖师范学院学报 ›› 2017, Vol. 36 ›› Issue (2): 101-105.

元认知教学对不同水平学习者听力能力的影响

裴涛, 江涛

铜陵学院外国语学院, 安徽铜陵 244000

收稿日期:2017-02-23 出版日期:2017-03-26
作者简介:裴涛,铜陵学院外国语学院助教,博士在读,主要从事第二语言习得、外语教学研究。
基金资助:
安徽省高校质量工程项目“词块理论在艺术类大学生英语写作中的应用研究”(2016jyxm1059)。

The Effects of Meta-cognitive Instruction on the Listening Comprehension Ability among English Learners of Different Levels

Pei Tao, Jiang Tao

Department of Foreign Languages, Tongling University, Tongling Anhui, 244000, China

Received:2017-02-23 Published:2017-03-26

摘要/Abstract

摘要： 本文旨在调查元认知教学对于中国不同水平英语学习者听力理解能力的影响。研究采用的是单实验组研究设计。所选受试为铜陵学院非英语专业一年级的一个完整班级共30名学生。他们被纳入实验组接受为期九周(每周90分钟)的元认知听力教学模式。本研究的前后测采用的是CET-4中的听力理解试题。研究结果显示虽然元认知教学模式能够整体上提升这部分学习者的听力理解能力,但其中较低水平英语学习者能够显著地从其中受益,而较高水平学习者提升不显著。

关键词: 元认知教学, 听力能力, 不同水平学习者, 实证研究

Abstract: The paper attempts to investigate the effects of meta-cognitive instruction on the listening comprehension ability of Chinese EFL learners of different levels. A single experiment group design is adopted in the present study. An intact class of 30 first-year non-English majors in Tongling university wae recruited as participants in the study. The participants were involved into a 9-week meta-cognitive listening instructional treatment. The comprehension questions of CET-4 test were utilized as the pre-tests and post-tests. The results show that the meta-cognitive instruction could significantly improve the overall learners' listening performance, but such positive results differ in terms of proficiency levels. Significant improvement appears only among the low level listeners instead of those high level counterparts.

Key words: meta-cognitive instruction, listening ability, learners of different levels, empirical research

中图分类号:

裴涛, 江涛. 元认知教学对不同水平学习者听力能力的影响[J]. 曲靖师范学院学报, 2017, 36(2): 101-105.

Pei Tao, Jiang Tao. The Effects of Meta-cognitive Instruction on the Listening Comprehension Ability among English Learners of Different Levels[J]. JOURNAL OF QUJING NORMAL UNIVERSITY, 2017, 36(2): 101-105.

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