本文選題：聽力元認(rèn)知知識(shí)　切入點(diǎn)：聽力自我效能感　出處：《中北大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：聽力是英語學(xué)習(xí)的五項(xiàng)基本技能之一,也是語言習(xí)得過程中最重要的一環(huán)(Krashen,1981)。元認(rèn)知知識(shí)與自我效能感這兩個(gè)概念在語言教學(xué)中不斷地被提及,但就二者與聽力成績(jī)關(guān)系的研究相對(duì)較少。因此,本文對(duì)英語專業(yè)學(xué)生的聽力元認(rèn)知知識(shí)、聽力自我效能感和聽力成績(jī)的相關(guān)性作一些探索。為了探究英語專業(yè)學(xué)生聽力元認(rèn)知知識(shí)、聽力自我效能感和聽力成績(jī)?nèi)咧g的關(guān)系,本文采用定量分析方法,以聽力元認(rèn)知知識(shí)問卷,聽力自我效能感問卷和一次聽力測(cè)試為研究工具,對(duì)河北科技師范學(xué)院113名英語專業(yè)大二學(xué)生圍繞以下幾個(gè)問題進(jìn)行了研究:1)英語專業(yè)學(xué)生的聽力元認(rèn)知知識(shí)、聽力自我效能感和聽力成績(jī)的現(xiàn)狀如何?2)不同聽力水平的學(xué)生在聽力元認(rèn)知知識(shí)方面是否存在著顯著性差異?聽力元認(rèn)知知識(shí)與聽力成績(jī)之間是否存在著相關(guān)性?3)不同聽力水平的學(xué)生在聽力自我效能感方面是否存在著顯著性差異?聽力自我效能感與聽力成績(jī)之間是否存在著相關(guān)性?4)不同聽力元認(rèn)知知識(shí)水平的學(xué)生在聽力自我效能感方面是否存在著顯著性差異?聽力元認(rèn)知知識(shí)與聽力自我效能感之間是否存在著相關(guān)性?運(yùn)用SPSS 17.0對(duì)問卷調(diào)查情況和聽力成績(jī)進(jìn)行數(shù)據(jù)分析后得到的研究結(jié)果如下:1)英語專業(yè)學(xué)生的聽力元認(rèn)知知識(shí)處于高等水平,但聽力自我效能感和聽力成績(jī)處于中等水平,有待進(jìn)一步加強(qiáng)。2)不同聽力水平的學(xué)生在聽力元認(rèn)知知識(shí)方面不存在顯著性差異,但在元認(rèn)知知識(shí)三維度之一的個(gè)體知識(shí)方面,高中等聽力水平的學(xué)生高于低等聽力水平的學(xué)生;由于受個(gè)體知識(shí)與聽力成績(jī)低度正相關(guān)(p=0.0000.05,0.3r=0.3710.5)的影響,聽力元認(rèn)知知識(shí)與聽力成績(jī)存在微弱的正相關(guān)(p=0.016=0.05,0r=0.2420.3)。3)不同聽力水平的學(xué)生在聽力自我效能感方面存在著顯著性差異,聽力水平較高的學(xué)生聽力自我效能感水平也較高;聽力自我效能感與聽力成績(jī)呈顯著正相關(guān)(p=0.0000.05,0.5r=0.6810.8)。4)不同聽力元認(rèn)知知識(shí)水平的學(xué)生在聽力自我效能感方面存在著顯著性差異,聽力元認(rèn)知知識(shí)水平較高的學(xué)生聽力自我效能感也較高;聽力元認(rèn)知知識(shí)與聽力自我效能感呈低度正相關(guān)(p=0.0000.05,0.3r=0.3540.5),其中作為元認(rèn)知知識(shí)三維度之二的個(gè)體知識(shí)和策略知識(shí)分別與聽力自我效能呈顯著正相關(guān)(p=0.0000.05,0.5r=0.5630.8)和微弱正相關(guān)(p=0.0470.05,0r=0.2010.3)。所以,在英語聽力教學(xué)中,教師可以通過豐富學(xué)生的聽力元認(rèn)知知識(shí)尤其是個(gè)體知識(shí)和增強(qiáng)學(xué)生自我效能感的方式來促進(jìn)學(xué)生聽力成績(jī)的提升。
[Abstract]:Listening is one of the five basic skills in English learning, and it is also the most important link in the process of language acquisition. The concepts of metacognitive knowledge and self-efficacy are constantly mentioned in language teaching. However, there are relatively few studies on the relationship between the two and listening achievement. Therefore, this paper focuses on the listening metacognitive knowledge of English majors. In order to explore the relationship among listening metacognitive knowledge, listening self-efficacy and listening achievement of English majors, a quantitative analysis method is used to explore the correlation between listening self-efficacy and listening achievement. Using the listening metacognitive knowledge questionnaire, the listening self-efficacy questionnaire and a listening test as the research tools, This paper studies 113 sophomores majoring in English in Hebei normal University of Science and Technology, focusing on the following questions: 1. What is the status of listening metacognitive knowledge, listening self-efficacy and listening achievement of English majors? 2) are there significant differences in listening metacognitive knowledge among students with different listening levels? Is there a correlation between listening metacognitive knowledge and listening achievement? 3) are there significant differences in listening self-efficacy among students with different listening levels? Is there a correlation between listening self-efficacy and listening achievement? 4) are there significant differences in listening self-efficacy among students with different levels of metacognitive knowledge? Is there a correlation between listening metacognitive knowledge and listening self-efficacy? Using SPSS 17.0 to analyze the questionnaire survey and listening achievement, the results are as follows: 1) English majors' listening metacognitive knowledge is at an advanced level, but their listening self-efficacy and listening achievement are at an intermediate level. There is no significant difference in listening metacognitive knowledge among students with different listening levels, but there is no significant difference in individual knowledge, which is one of the three dimensions of metacognitive knowledge. The listening level of senior high school students was higher than that of the students with low listening level, which was influenced by the positive correlation between individual knowledge and low listening achievement (0.0000.05 / 0.3r-1 / 0.3710.5). There is a weak positive correlation between metacognitive knowledge and listening achievement. There are significant differences in listening self-efficacy between students with different listening levels and students with higher listening level. There was a significant positive correlation between listening self-efficacy and listening achievement. (4) there were significant differences in listening self-efficacy among students with different levels of metacognitive knowledge, and students with higher level of metacognitive knowledge also had a higher sense of self-efficacy. There was a low positive correlation between metacognitive knowledge of listening and self-efficacy of listening. Among them, individual knowledge and strategic knowledge, as two dimensions of metacognitive knowledge, were positively correlated with listening self-efficacy, respectively, and weakly positively correlated with listening self-efficacy (p 0.0470.05 / 0. 0r0 / 0 / 00.2010.33 / 0). Therefore, there was a significant positive correlation between individual knowledge and listening self-efficacy (P = 0.0000.05 / 0. 05 / 0.5630.8) and weak positive correlation (p 0.0470.05 / 0 / 0 / 0 / 0r.2010.33) respectively. In English listening teaching, teachers can promote students' listening achievement by enriching students' metacognitive knowledge, especially individual knowledge, and enhancing students' sense of self-efficacy.
【學(xué)位授予單位】：中北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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