绥化学院学报
綏化學院學報
수화학원학보
JOURNAL OF SUIHUA TEACHERS COLLEGE
2014年
9期
94-98
,共5页
元认知策略%高分组%低分组%听力理解
元認知策略%高分組%低分組%聽力理解
원인지책략%고분조%저분조%은력리해
meta-cognitive strategies%successful listeners%less successful listeners%listening comprehension
以浙江省某本科院校46名英语专业四年级学生为研究对象，重点考察高分组与低分组在听力学习中运用元认知策略的差异。研究表明：（1）大多数学生运用监控策略最为频繁，其次是计划策略，评估策略相对较少；（2）学习者元认知策略的运用与学生的听力成绩之间存在显著相关性；（3）高分组与低分组在事先准备策略、自我管理的部分策略、理解监控的部分策略、视觉监控策略的运用中存在显著或非常显著差异，高分组运用这些策略的总体情况要好于低分组。
以浙江省某本科院校46名英語專業四年級學生為研究對象，重點攷察高分組與低分組在聽力學習中運用元認知策略的差異。研究錶明：（1）大多數學生運用鑑控策略最為頻繁，其次是計劃策略，評估策略相對較少；（2）學習者元認知策略的運用與學生的聽力成績之間存在顯著相關性；（3）高分組與低分組在事先準備策略、自我管理的部分策略、理解鑑控的部分策略、視覺鑑控策略的運用中存在顯著或非常顯著差異，高分組運用這些策略的總體情況要好于低分組。
이절강성모본과원교46명영어전업사년급학생위연구대상，중점고찰고분조여저분조재은역학습중운용원인지책략적차이。연구표명：（1）대다수학생운용감공책략최위빈번，기차시계화책략，평고책략상대교소；（2）학습자원인지책략적운용여학생적은력성적지간존재현저상관성；（3）고분조여저분조재사선준비책략、자아관리적부분책략、리해감공적부분책략、시각감공책략적운용중존재현저혹비상현저차이，고분조운용저사책략적총체정황요호우저분조。
This paper investigates 46 senior English majors to focus on finding whether there is any difference in the application of meta-cognitive strategies between successful and less successful listeners. The findings are as follows:firstly, most students apply the monitoring strategies most frequently and apply the planning strategies very often, but seldom apply the evaluating strategies. Secondly, there is a significant correlation between the degree of applying the meta-cognitive strategies and the listening achievement. Finally, there is a significant difference in the application of such strategies as advance organizer, self-management, comprehension monitoring and visual monitoring. The overall state of the successful listeners is better than the less successful ones.
