英语听力理解中元认知策略的实证研究

An Empirical Study of Meta-cognitive Strategies in Listening Comprehension

以浙江省某本科院校46名英语专业四年级学生为研究对象,重点考察高分组与低分组在听力学习中运用元认知策略的差异。研究表明:(1)大多数学生运用监控策略最为频繁,其次是计划策略,评估策略相对较少;(2)学习者元认知策略的运用与学生的听力成绩之间存在显著相关性;(3)高分组与低分组在事先准备策略、自我管理的部分策略、理解监控的部分策略、视觉监控策略的运用中存在显著或非常显著差异,高分组运用这些策略的总体情况要好于低分组。

This paper investigates 46 senior English majors to focus on finding whether there is any difference in the application of meta-cognitive strategies between successful and less successful listeners. The findings are as follows：firstly, most students apply the monitoring strategies most frequently and apply the planning strategies very often, but seldom apply the evaluating strategies. Secondly, there is a significant correlation between the degree of applying the meta-cognitive strategies and the listening achievement. Finally, there is a significant difference in the application of such strategies as advance organizer, self-management, comprehension monitoring and visual monitoring. The overall state of the successful listeners is better than the less successful ones.