基于元认知理论的日语初级学习者听力意识及策略指导

Listening Awareness and Strategy Guidance for Japanese Primary Learners based on Metacognitive Theory

教师通过在听力初级阶段了解学生的听力意识和策略,就可以在听力课堂上对学生的听力活动进行有针对性的指导。利用听力元认知意识问卷(MALQ)对学生的听力元认知意识进行调查。结果显示,21项听力意识和策略中,7项与听力水平显著相关。其中,"计划与评价"占1项,"主体知识"3项,"心理翻译"1项,"解决问题"2项。根据上述结果,探讨了如何在日语初级听力教学中培养学生的听力意识和策略,提高学生的听力理解水平。

In order to instruct students＇ listening activities in the listening class,the teacher should fully understand students＇ listening awareness and strategies at their primary listening stage in advance. In this paper,the listening metacognitive awareness of students was investigated by MALQ. The study shows that 7 of the 21 listening awareness and strategies were significantly correlated with listening level. Among them,＂plan and evaluation＂accounts for 1 item,3 items are ＂subject knowledge＂,1 item concerns＂psychological translation＂,and the rest 2 ones are＂solving problems＂. Based on the above findings,this paper will explore howto develop students＇ listening awareness and strategies in the primary listening stage so that teachers can help to improve students＇ listening comprehension.