元认知策略、听力理解和附带词汇习得的相关性研究

A correlational study of metacognitive strategies,listening comprehension and incidental vocabulary acquisition

本文对某大学一年级三个本科班学生（分为A、B、C三组）的元认知策略、听力理解和附带词汇习得的相关性进行了研究。研究运用SPSS软件分析了元认知策略、听力理解成绩和各分项词汇测试成绩的相关性，发现三组学生中只有A组的元认知策略（尤其是问题一解决策略）与听力理解和附带词汇习得（尤其是接受词汇习得）存在显著相关性。这对教学的启示是教师要为学生营造真实的听力情景，让学生自发协调组织各种思维活动来解决问题、进行推理，从而促进听力理解和词形词义习得。另外，研究还发现，两次听力测试后A组与C组的产出词汇习得平均值差异的概率不尽相同，这一差异可以归因于学生在第二次听力测试中对听力词汇的目的性注意。最后，文章建议听力理解前应开展相关内容准备活动并增加听力次数，这将有助于学生的附带词汇习得。

This paper reports a study conducted among three classes of university freshmen （ Groups A, B and C） on the correlations among learners＇ metacognitive strategies, listening comprehension and incidental vocabulary acquisition under three different listening conditions. The results indicate that problem-solving strategies produce a significant effect on facilitating listening comprehension and incidental vocabulary acquisition when listeners listen to a text just once. This implies pedagogically that learners should engage in authentic listening tasks which will enable them to orchestrate mental activities automatically during problem-solving and reasoning, thus helpful for listening comprehension and incidental vocabulary acquisition. In addition, inconsistency is found in the multiple comparison scores of the production tests after the two listening tasks between Group A and Group C, which might be a result of the special attention that learners pay to vocabulary in the latter listening task. Finally, the paper points out that listening several times with pre-listening activities will improve incidental vocabulary acquisition.