摘要
本研究调查对象包括12名成功听力学习者和320名非英语专业二年级学生。通过采用半结构式访谈、问卷和听力测试等调查工具,以及对问卷数据进行因子分析,我们发现以下两大因素影响非英语专业大学生听力自主学习能力:"元认知宏观调控要素"和"认知策略要素"。其中,"元认知宏观调控要素"包括4个因子:"计划和评估"、"材料选择"、"情感因素"和"学习过程和结果监控";"认知策略要素"包括5个因子:"猜测和监控"、"推测"、"自下而上的方法"、"做笔记"、"扩大词汇量"。这9个因子突出反映了学习者听力学习的特点及所使用的策略和存在的问题。
The subjects of this study involve 12 good English listeners and 320 sophomores of non-English major. The data are obtained by both qualitative and quantitative methods such as semi-structured interviews and questionnaires. The factorial analysis of the questionnaire data indicates that listening autonomy is composed of two major components： metacognitive strategies and cognitive listening strategies. Metacognitive self-management strategies include 4 factors： ＂evaluation and planning＂, ＂ material selection＂, ＂affective adjustment＂ and ＂process and outcome monitoring＂. Cognitive listening strategies include 5 factors： ＂guessing and monitoring＂, ＂inferencing＂, ＂bottom-up methods＂, ＂note-taking＂, and ＂vocabulary enlarging＂. The 9 factors reflect the salient features of listening study as well as the problems in listening study.
出处
《西安外国语大学学报》
2008年第4期69-71,76,共4页
Journal of Xi’an International Studies University
关键词
自主学习
听音策略
因子分析
autonomous learning
listening skills
factorial analysis
