英语听力学习动机与元认知策略相关性研究

A Study of Relationship between Motivation Orientations and Listening Metacognitive Strategies

该研究探究了网络环境下大学生英语听力学习动机与元认知策略的相关性,对125名高校非英语专业学生进行了问卷调查与访谈,发现如下:1)英语学习者的学习动机普遍较高,内在动机高于外在动机;学习者偏爱使用集中注意策略、解决问题策略,最少使用计划和评价策略;2)英语学习者的内在动机与解决问题策略、集中注意策略呈显著正相关关系;3)高动机组学习者与低动机组只在解决问题策略的使用上存在显著差异。进而建议教师应注重培养学习者有效运用元认知策略的能力,帮助学习者保持较高的动机水平,引导学习者从被动完成听力任务的客体转变为主动探究听力过程的主体。

The present study, based on the questionnaire surveys and interviews conducted among 125 non-English major undergraduates, explores the correlation between motivation orientations and metacognitive strategies involved in L2 listening. The results show that： 1） non-English major undergraduates are much more internally motivated than they were expected to be; ranked in terms of total frequency, the strategies used by the participants are Direct Attention, Problem Solving, Person Knowledge, Mental Translation, and Planning and Evaluation; 2） there＇s a significant positive relationship between intrinsic motivation and Problem Solving, Direct Attention; 3） the significant difference between the more internally motivated group and less internally motivated group lies only in Problem Solving. The findings suggest pedagogically that instructors should help learners become overall strategic listeners by leading them through the metacognitive processes underlying listening, thus enhancing their intrinsic motivation and promoting the development of learners＇ autonomous learning.