非认知策略对英语短文听写成绩影响的实证研究

An Empirical Study of the Influence of Non-Cognitive Learning Strategies on English Passage Dictation Test Performance

包括元认知策略和社会/情感策略在内的非认知策略的运用能有效地提高学生的学习水平,然而非认知学习策略在英语听写中的应用研究国内还很少见。本文通过实证研究的方式,对比了高分组和低分组在计划、监控、评估、社会、情感等非认知策略上的使用情况。研究结果表明,高分组学生往往能更好地应用课后有计划地做听写练习、注意积累语音、词汇和语法等方面的知识、听写中注意控制自己的紧张情绪、听写后总结错误并找出原因等非认知策略。

It is proved that the non-cognitive learning strategies including metacognitive and social/ affective learning strategies can effectively improve the learners＇ performance. But up to now, there have been few researches over their application to English passage dictation at home and abroad. This paper, an empirical study, investigated the high- and low-level subjects＇ use of such non-cog- nitive learning strategies as planning, monitoring and evaluating in English passage dictation. It is found that the high-level learners tended to make better use of such non-cognitive learning strategies as practicing passage dictation as planned, focusing on the acquisition of pronunciation, vocabulary and grammar, monitoring one＇ s own anxiety during the dictation, and summarizing one＇ s own mis- takes and identifying the causes after the dictation.