CAJ | 학술논문

本研究采用Vandergrift．et．al设计的听力元认知意识问卷，对西南地区某省属高校的高职学院商务英语专业75名大一学生的英语听力元认知意识进行了调查。结果显示被试具有一定的听力元认知意识，但总体听力元认知意识较低；听力元认知的五因素中，被试的主体知识意识最强，计划和评价意识最弱。听力熟练者在计划和评价意识上比听力非熟练者强，并具有显著差异；但在问题解决、集中注意、心理翻译和主体知识上的差异都没有显著性。根据研究结果，得到了一些二语听力教学的启示。
본연구채용Vandergrift．et．al설계적은력원인지의식문권，대서남지구모성속고교적고직학원상무영어전업75명대일학생적영어은력원인지의식진행료조사。결과현시피시구유일정적은력원인지의식，단총체은력원인지의식교저；은력원인지적오인소중，피시적주체지식의식최강，계화화평개의식최약。은력숙련자재계화화평개의식상비은력비숙련자강，병구유현저차이；단재문제해결、집중주의、심리번역화주체지식상적차이도몰유현저성。근거연구결과，득도료일사이어은력교학적계시。
This study makes a survey on English listening metacognitive awareness of 75 first-year commercial English majors in a higher vocational college of a provincial university in southwestern area of China by using the MALQ. The results show that all the subjects have certain listening metacognitive awareness, but quite low as a whole, and that the skilled listeners have stronger planning and evaluation awareness than the less-skilled ones and both of them have statistically meaningful difference. But there is no significant difference in the factors between them such as problem solving, directed attention, mental translation and person knowledge. AccOrding to the research results, some implications on L2 listening teaching and learning are obtained.