元认知理论应用与日语听力教学改革实证分析

An Empirical Anlaysis of the Application of the Metacognition Theory in the Listening Teaching Reform of College Japanese

以认知心理学的元认知理论为指导,以2016级大连东软信息学院日语专业三个教学班83名大学生为研究对象,对其日语听力教学改革进行实证分析,以Vandergrift等元认知意识问卷调查被试大学生的听力元认知意识水平,再以元认知指导模型为依据,从听前、听中和听后对大学日语听力教学进行个案设计与实施,研究结果表明,处于日语学习初级阶段大学生的被试听力元认知意识水平中等偏上,其最常使用心理翻译策略,对自身能力评估较低,存在听力焦虑,听力畏难意识较强。此外,融入元认知理论的听力教学模式有利于增强被试元认知意识,使其成为"智慧的初学者",并能够改进学习方法,提高学习兴趣,缓解听力焦虑、提高听解能力亦有促进作用。

The empirical study of the college Japanese listening teaching reform was made, with 83 college studentsof Japanese starting from the year 2016 as subjects, based on the theory of metacognition in cognitive psychology. Ametacognition consciousness questionnaire developed by Vandergrift et al was used to survey the general situation ofthe subjects＇ metacognitive consciousness of hearing, and the metacognitive guidance model proposed by Vandergriftwas used to design the case teaching of Japanese listening at the stages of before, during and after listening. Resultsshowed that the subjects＇ hearing metacognition is above average, their strategy of psychological translation is usedmost frequently, their evaluation of self-ability is low, and their anxiety and fear of hearing are both strong. And thelistening teaching model which is integrated with the metacognition theory is helpful to improving the subjects＇metacognition consciousness and thus turning them ＂wise beginners＂. Also, such a model helps the subjects toimprove their learning method and interest, relieve their hearing anxiety, and better their listening comprehension.