英语专业学生如何培养元认知策略提高听力理解水平.docx

英语专业学生如何培养元认知策略提高听力理解水平.docx

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英语专业学生如何培养元认知策略提高听力理解水平

HowMayAnEnglishMajorDevelopHisListeningComprehensionThroughMetacognitiveStrategyTraining?

Abstract:

Astheword“metacognition”becomesoneofthehottestwordsinlanguagelearning,moreandmoreresearchesfindoutthatmetacognitionplaysacriticalroleinsuccessfullearning.Metacognitionenablesstudentstobesuccessfullearners.Therefore,itisimportanttoknowhowmetacognitionaffectslisteningabilityandhowonecanbetrainedtoenhancelisteningcomprehension.Theessayattemptstofindouttherelationshipbetweenmetacognitionandlisteningability;toprovestrategytrainingasaneffectivewaytoenhancelisteningcomprehension;andtoputforwardsomesuggestionstohelpstudentsovercomelisteningobstacles.Thefirstpartdealswithasurveyinvolvingthesecond-yearEnglishmajorsoftheuniversity,tofindouttheanswerstothefollowingquestions:

（1）Canthetrainingofmetacognitivestrategiesimprovethestudents’listeningcomprehension?

（2）Canthetrainingofmetacognitivestrategiesenhancethestudents’awareness?

（3）Doesthetrainingofmetacognitivestrategieshavethesameeffectonsuccessfullistenersandunsuccessfullisteners?

Thesecondpartofferssomesuggestionsontrainingofmetacognitivestrategyi.e.onhowtoimprovelisteningabilityasEnglishmajors.

KeyWords:

metacognitivestrategies；listeningcomprehension；Englishmajors

英语专业学生如何培养元认知策略提高听力理解水平

摘要：

在语言习得中，元认知这个词变得越来越热门。

许多研究表明，良好运用元认知策略对于成为成功的外语学习者有着巨大的建设作用。

因此，了解元认知如何影响听力理解水平就变得极其重要。

本文致力于寻找元认知与听力理解能力的关系，试图证明元认知策略对提高听力理解水平有积极意义，并提出一些扫除听力障碍的方法。

文章第一部分是关于大学二年级英语专业学生元认知策略的运用调查，主要回答以下三个问题：

1．通过元认知策略的培养能否提高听力理解能力？

2．通过元认知策略的培养能否提高学生策略意识？

3．元认知策略的培养对成功学生和不成功学生是否有相同的效果？

文章第二部分提出了一些关于如何培养元认知策略来提高听力理解能力的方法和建议。

关键词：

元认知策略；听力理解；英语专业学生

Introduction

WiththedevelopmentofeconomyinChina,itisnecessaryforEnglishlearnerstomasterthislanguageandtolearnhowtouseitsuccessfully.Thereforehowtoimprovelearners’listeningcomprehensionhasbecomeoneofmymajorconcerns.

Englishlearners,especiallythoseEnglishmajors,whoarethefocusinthisessay,haveastrongwishtoimprovetheirlisteningcomprehension.Theyhavetodolisteningcomprehensionquestionsasanecessarypartofthecollegeentranceexam,normallyaccountingfor20percentofthetotalscores.However,someofthemoftencomplainthattheycannotunderstandhalfofwhatthenativespeakerssay.

________________________________________________________________________________________________________________________hichningGldright___________________________________________________________________________________________________________neewouldwords,howtoimprovelisteningabilityasanenglish_________________________________________________________________Ontheotherhand,thetraditionalteachingmethod----thegrammar-translationmethodhastakenadeeprooteversincethebeginningoftheteachingofEnglishasaforeignlanguage.Landedinanawkward‘time-consumingbutineffective’situation,bothteachersandstudentsarefacingenoughproblems.Teachersmayhaveofferedagreatdealofsuggestionsabouthowtoimprovestudents’listeningability,andstudentsmayalsohaveadoptedandappliedallkindsofmeans.However,thestudentsmaymostprobablyhavefoundoutthatitisdifficulttofigureoutwhichwillbetherightonefortheirlearning.

Astheword“metacognition”becomesoneofthehottestwordsinlanguagelearning,moreandmoreresearchesfindoutthatmetacognitionplaysacriticalroleinsuccessfullearning.Metacognitionenablesstudentstobesuccessfullearners.Therefore,itisimportanttoknowhowmetacognitionaffectslisteningabilityandhowonecanbetrainedtoenhancelisteningcomprehension.

1.TheReviewofPreviousStudy

1.1TheImportanceofListening

Communication,formostofus,involvestheexchangeofmessagesandisusuallyaccomplishedbylistening,speaking,reading,andwriting,amongwhichlisteningisperhapsthemostcommonactivity.KlemmerandSydney’sstudy（1972）showedthatpeoplegenerallyspend68%oftheirdayincommunicativeactivity,andofthattime62%wastalking“facetoface”.KlemmerandSydneydidnotdistinguishspeakingandlistening,butitseemssafetoassumethatatleasthalfoftheface-to-faceactivitywaslistening.

Thisisatimeofthe“globalvillage”andthe“worldwideweb”,whencommunicationbetweenpeoplehasexpandedwaybeyondtheirlocalspeechcommunities.Asneverbefore,peoplehavetolearnaforeignlanguage,notjustasapleasingpastime,butoftenasameansofobtaininganeducationorsecuringemployment..

AfamouseducationistduringWorldWarI,H.E.Palmer,emphasizedtheimportanceoflisteningcomprehension,andpointedoutthatstudentsshouldfollowthestepsoflistening,speaking,reading,writinginlearningaforeignlanguage.Sincethen,listeningcomprehensionhasreceivedconsiderableattentioninthefieldofTEFL.Theimportanceoflisteningcomprehensionintheprocessoflearningaforeignlanguagehasbeenemphasizedinvariouskindsofmodelsandtheoriesofforeignlanguagelearning.KrashenandTerrell（1983）[6]statedthatallforeignlanguageacquisitiontakesplacethroughreceivingcomprehensiveinputthatisslightlyabovethelearners’presentlevel.Someteachingmethods,suchasTotalPhysicalResponse,relyheavilyonthelisteninginputatthebeginningstagesoflearningalanguage.Justasimportantatthebeginners’level,however,theimportanceoflisteningcomprehensiondoesnotdecreasewiththelearners’progresstomoreadvancedlevels.Italsosaidthatpracticinglisteningatallstagesoflearningnotonlydevelopsthisskillbutalsoexpandsandconsolidatesotherelementsoflanguageknowledge,suchasvocabulary,grammarandintonation.WemayalsoseetheimportanceoflisteningcomprehensioninthesefactsthatHollywoodmoviesareenjoyedandapplaudedeverywhere;CET,WSK,TOEFL,EPTandsoonandsoforth,havelisteningastheircompulsorypartoftesting,whichhasarelativelyhighpercentofthewholescorerangingfrom20%inEPT,CET-4,CET-6to33%inTOEFL;BBCandVOAareavailableeverywhereandevenselectedaslisteningmaterials;andtheEnglishsongsarepopularallovertheworld.

1.2ThreeMajorTypesofLanguageLearningStrategies

O’MallyandChamot’s（1990,citedinRodEllis,1994:

537-538）[7]modeldistinguishesthreemajortypesoflanguagelearningstrategies:

cognitivestrategies,metacognitivestrategiesandsocial/affectivestrategies.

Cognitivestrategiesrefertothestepsoroperationsusedinproblem-solvingthatrequiresdirectedanalysis,transformationorsynthesisoflearningmaterials（Rubin1981）[9].Theyfocusontheprocessesthroughwhichanindividualobtainsknowledgeorconceptualunderstanding.Cognitivestrategieshaveanoperativeorcognitiveprocessingfunction.Theyappeartobedirectlylinkedwiththeperformanceofparticularlearningtasks.

Metacognitivestrategies（O’MallyandChamot1990）[7]makeuseofknowledgeofcognitivestrategiesandconstituteanattempttoregulatelanguagelearningbymeansofplanning,monitoring,andevaluating.Theyhaveanexecutivefunction.Metacognitivestrategiesparticularlyemphasizetheregulatoryprocessesinwhichlearnersplan,monitor,andevaluatetheirlearning.

Social/affectivestrategies（O’MallyandChamot1990）[7]concernsthewaysinwhichlearnersselecttointeractwithotherlearnersandnativespeakers.

DifferentfromOxford（1990）[8],O’MallyandChamotalsoassumethatthesecomponentsdonotstandinparallelwitheachother,asmetacognitivestrategiesarehigherexecutiveskillsthatmayentailplanningfor,monitoring,orevaluatingthesuccessofalearningactivity.

1.3ResearchesonMetacognition

Therearemanyversionsofthedefinitionofmetacognition.“Metacognitiveskillsincludetakingconsciouscontroloflearning,planningandselectingstrategies,monitoringtheprogressoflearning,correctingerrors,analyzingtheeffectivenessoflearningstrategies,andchanginglearningbehaviorsandstrategieswhennecessary.”[2]

Metacognitionisanimportantconceptincognitivetheory.Itconsistsoftwobasicprocessesoccurringsimultaneously:

monitoringyourprogressasyoulearn,andadaptingyourstrategiesifyouperceiveyouarenotdoingsowell.It’saboutself-reflection,self-responsibilityandinitiative,aswellasgoalsettingandtimemanagement.（Winn,W.&Snyder.D.,1998）

Metacognitionisoftenreferredtoas"thinkingaboutthinking"andcanbeusedtohelpstudents“learnhowtolearn”.Flavell[4]describeditasfollows:

Metacognitionreferstoone’sknowledgeconcerningone’sowncognitiveprogressesoranythingrelatedtothem,e.g.,thelearning-relevantpropertiesofinformationordata..

Mostdefinitionsofmetacognitionincludebothknowledgeandstrategycomponents.Knowledgeisconsideredtobemetacognitiveifitisactivelyusedinastrategicmannertoensurethatagoalismet.Metacognitivestrategiesinvolveexecutiveregulationprocessesdirectedattheregulationofthecourseofthinking.

Some30yearsago,AnnBrownandJohnFlavellintroducedtheconceptof“metacognition”totheAmericanresearchliterature（Brown,1987;Flavell,1976;1979;1982）.Theirearlystudiesinvolvedcontrolledlaboratoryexperimentsthatshowedthatyoungchildrencouldbehelpedtoimprovetheirownmemoryperformanceswhenresearchershelpedthemthinkaboutthetaskstheyfacedandpossiblestrategiestheymightuse（e.g.,Brown,1975;1987;Flavell,1970[3]）.Sincethattimetheresearchliteratureonmetacognitionhasflourished,andithasmovedfromacontextthatisprimarilylaboratorybasedtoonethatalsoinvolvesthecreationofsocialsupportinclassroomenv