医学生听力词汇量、元认知意识与听力理解相关性研究——基于灰色关联分析法

Study on the Relationship among Listening Vocabulary,Metacognitive Awareness,and Listening Comprehension among Medical Undergraduates Based on Grey Correlation Analysis

采用听力词汇水平测试(LVLT)和听力元认知意识问卷(MALQ),并利用灰色关联分析法,考察了92名医学院校本科生的听力词汇知识、听力元认知意识和听力理解能力之间的相关性。研究发现:医学本科生听力词汇知识与听力理解成绩显著相关,相关系数r=0.703,且听力词汇水平在3000词汇组与听力成绩相关性最大;此外,医学本科生听力元认知意识总体处于中等程度,其中解决问题因素使用频率最高。听力元认知意识与听力理解成绩有一定关联性,基于上述分析对医学院校本科生听力教学提出若干建议。

This study sought to examine the impact of listening vocabulary knowledge and metacognitive awareness on listening comprehension ability through Listening Vocabulary Levels Test(LVLT)and Metacognitive Awareness Listening Questionnaire(MALQ)by using grey correlation analysis.Data from 92 undergraduate students in medical universities in China indicated:a significant relationship among listening vocabulary size and listening with r=0.703,in particular,the 3000 word families have the closest correlation with listening;medical undergraduates’metacognitive awareness of listening is generally at a moderate level,with problem-solving factor as the most frequently used.Based on this,we discuss pedagogical implications for in listening teaching practice in medical universities.