英语专业学生听力策略实证研究

An Experimental Study of Listening Strategies Used by Freshmen English Majors

本研究的主要目的是调查我国英语专业一年级学生元认知策略、认知策略和社会情感策略的使用情况,发现其中的问题,为一二年级的听力教学提供指导。主要研究问题包括:1)三类听力策略的总体使用情况;2)听力成绩与三类听力策略之间的关系;3)高、低两个水平组在使用三类听力策略方面的差异。研究发现:一年级学生认知策略使用率最高,其次是元认知策略和社会情感策略;声音、上下文、关键词等认知策略、情感策略与听力成绩显著正相关,翻译策略与听力成绩显著负相关,根据认知策略的运用,可在一定程度上预测学生的听力成绩;高、低水平两组学生在三大策略的使用方面存在显著差异,高分组学生比低分组学生能更好地使用部分认知策略和情感策略,低分组学生更倾向于运用翻译、迁移等认知策略。这说明部分外语学习者之所以听力成绩优异是源于能够有效地使用部分认知策略,因此,低年级听力教师应该注意培养学生运用认知策略的能力。

This study reports on an empirical study of listening strategies used by freshman English majors.The three categories of strategies involved are cognitive strategies,metacognitive strategies and social and affective strategies respectively.Three issues are to be addressed： 1） the frequency of strategy use;2） the correlation between the listening strategies and proficiency;3） the difference of strategy employment between high and low achievers.The findings identify that freshman English majors use more cognitive strategies than metacognitive and social and affective strategies,and that cognitive strategies such as contextualization,auditory representation and Key words and so on,and affective strategies are positively related to listening results while cognitive strategies like translation and transfer are negatively related to listening achievements.The results also indicate that high and low achievers differ in employing strategies,the former using effectively some cognitive and affective strategies while the latter relying more on cognitive strategies like translation and transfer.This suggests that the reason why high achievers outperform low achievers lies in their effective use of cognitive strategies.It is advisable therefore that appropriate cognitive strategies should be taught to freshman English majors in listening classes.