听力元认知教学对英语听力成绩和元认知意识的影响

The effect of metacognitive instruction on listening performance and metacognitive awareness

本研究以Vandergrift & Goh(2012)的听力元认知教学法为指导,提出将课堂元认知教学和课外训练相衔接的听力教学设计,并对一组17名成人英语学习者进行了为期4个月的强化培训。通过对前后测听力成绩、听力元认知意识问卷调查、学习周记和访谈等数据进行分析,得出以下结论:1)课堂教学和课外训练相衔接的听力元认知教学对提高成人英语学习者的听力成绩有显著作用,对中低水平学习者作用尤为明显;2)元认知教学使学习者的元认知意识得到显著提升,其中"解决问题"的意识提升最明显。

Guided by the Metacognitive Approach to Listening Instruction proposed by Vandergrift & Goh(2012), this study follows an integrated design of listening instruction which combines an in-class metacognitive pedagogical sequence and a series of out-of-class scaffold-providing activities. A group of seventeen adult EFL learners participated in the 4-month study. Based on the pre-and post-test scores, Metacognitive Awareness Listening questionnaire, weekly study journals and interview data, the present study has yielded the following results: 1) The instruction has benefited the adult learners significantly in listening scores, and the benefits were most notable for the less-skilled and mid-level listeners;2) The instruction has also significantly increased the listeners’ awareness of the metacognitive processes underlying successful L2 listening, with Problem-Solving gaining the most.