CAJ | 학술논문

多模态和元认知是目前二语/外语教学研究中的研究热点。该文融合两种理论架构，提出在现代电化教育环境下，采用多模态协同的元认知过程法能够改善英语学习者在听力方面的表现。研究结果显示实验组比控制组在后测成绩中提高的分数多，对两组提高分数做独立样本t检验，结果显示两组差异十分接近统计显著性。配对样本t检验显示，尽管两组前测、后测差异均达到统计显著性，但是实验组的统计效应量明显大于控制组。文章最后提出进一步研究的建议和研究中获得的教学启示。
다모태화원인지시목전이어/외어교학연구중적연구열점。해문융합량충이론가구，제출재현대전화교육배경하，채용다모태협동적원인지과정법능구개선영어학습자재은력방면적표현。연구결과현시실험조비공제조재후측성적중제고적분수다，대량조제고분수주독립양본t검험，결과현시량조차이십분접근통계현저성。배대양본t검험현시，진관량조전측、후측차이균체도통계현저성，단시실험조적통계효응량명현대우공제조。문장최후제출진일보연구적건의화연구중획득적교학계시。
Multimodality and metacognition are two constructs that have been studied extensively in ESL/EFL contexts. There has been robust evidence to show their facilitating role in L2 acquisition. Integrating both of them, we took a metacongnitive process-based approach to teaching EFL listening for enhancing listeners’ performance in a multimedia environment. Independent t test on the gain scores of the two groups indicated no statistical signiifcance (p=.065), but very close to the preset a value.Paired-sample t test revealed that the performing differences between pre-test and post-test were both statistically signiifcant for the two groups, however, the effect size of the experimental group is greater than that of the control group. Suggestions for further research are given and implications for instructional practice are drawn from the study.