大学英语专业学生听力元认知策略研究

On Metacognitive Strategies of College English Majors in Listening

元认知策略是指对学习过程进行计划、管理和评估的管理策略,对提高学习效果起着最为核心的作用。本研究对81名大学英语专业学生(其中包括41名高职学生和40名普通本科院校学生)使用听力元认知策略的情况进行调查。其目的是为了调查大学英语专业学生听力元认知策略的使用情况以及两类不同英语水平的学生听力元认知策略使用的差异。结果表明:(1)学生在听力过程中使用元认知策略,总体的使用频度是中等;(2)各类听力元认知策略使用频率的先后顺序为:规划策略、监控策略、补偿策略及评估策略;(3)元认知策略与学生的听力水平未呈显著正相关关系。

Meta--cognifive strategies refer to management strategies for planning, management and evaluation of the learning outcomes in the learning process and play an important role in improving the learning efficiency. 81 university English majors （including 41 vocational students and 40 general undergraduate college students） are studied with the purpose of finding out how college English majors use metaeognitive strategies in listening as well as how differently the two kinds of students with different English proficiency use metaeognitive strategies in hearing. The results shows that： （1） in the course of listening students use metacognitive strategies and the overall frequency is moderate; （2） Different types of hearing metacognitive strategies are frequently used in the order as follows： planning strategies, monitoring strategies, compensation strategies and assessment strategies; （3） Meta-cognitive strategies has no significant and positive correlation with students＂ listening level.