隨著以學(xué)習(xí)者為中心的教學(xué)理念的盛行,越來越多的研究者開始關(guān)注學(xué)習(xí)過程中的個(gè)體差異的重要性,例如,情感因素及元認(rèn)知因素。其中,元認(rèn)知意識(shí)和焦慮是兩個(gè)重要的影響因素。研究表明:聽力元認(rèn)知意識(shí)和聽力焦慮分別與聽力水平具有相關(guān)性。然而關(guān)于聽力元認(rèn)知意識(shí),聽力焦慮與聽力水平的關(guān)系研究很少。國(guó)內(nèi)外研究對(duì)象集中于大學(xué)生群體,國(guó)內(nèi)對(duì)于高中學(xué)生的研究相對(duì)匱乏。本文旨在探究高中學(xué)生聽力元認(rèn)知意識(shí)、聽力焦慮和聽力水平的關(guān)系。具體地說,本文從三個(gè)方面對(duì)該問題做出了回答:高中學(xué)生的聽力元認(rèn)知意識(shí),聽力焦慮和聽力水平有何關(guān)系;聽力高水平組與低水平組在聽力元認(rèn)知意識(shí)上有何差異;聽力高水平組與低水平組在聽力焦慮上有何差異。參加本研究的292名被試是來自河北省邯鄲市三所普通中學(xué)的高中二年級(jí)的學(xué)生。采用三種研究工具:Vandergrift et al.（2006）的聽力元認(rèn)知意識(shí)問卷,Elkhafaifi（2005）的外語聽力焦慮量表和英語聽力理解成績(jī)。本研究運(yùn)用SPSS 19.0對(duì)數(shù)據(jù)進(jìn)行分析,通過皮爾遜相關(guān)分析第一個(gè)研究問題,通過獨(dú)立樣本T檢驗(yàn)分析第二、三個(gè)研究問題。研究結(jié)果如下:（1）高中學(xué)生的總體聽力元認(rèn)知意識(shí)及... 

【文章來源】：河北師范大學(xué)河北省

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Abbreviations
Chapter1 Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 The structure of the thesis
Chapter2 Literature review
    2.1 Relevant studies
        2.1.1 Relevant studies on the relationship between MAL and LP
        2.1.2 Relevant studies on the relationship between FLLA and LP
        2.1.3 Relevant studies on the relationship between MAL and FLLA
    2.2 Theoretical foundation
        2.2.1 Metacognition theory
        2.2.2 Krashen’s affective filter hypothesis
Chapter3 Research methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Metacognitive Awareness Listening Questionnaire
        3.3.2 Foreign Language Listening Anxiety Scale
        3.3.3 Listening test
    3.4 Research procedures
Chapter4 Results and discussions
    4.1 Correlations among MAL,FLLA and LP
        4.1.1 Correlations between students’MAL and LP
        4.1.2 Correlations between students’FLLA and LP
        4.1.3 Correlations between students’MAL and FLLA
    4.2 Differences between high proficiency group and low proficiency group in MAL and its five factors
    4.3 Differences between high proficiency group and low proficiency group in FLLA and its three factors
Chapter5 Conclusion
    5.1 Major findings of the study
    5.2 Implications of the study
    5.3 Limitations of the study
    5.4 Suggestions for future study
Bibliography
AppendixⅠ 聽力元認(rèn)知意識(shí)問卷
AppendixⅡ 外語聽力焦慮量表
AppendixⅢ 英語聽力測(cè)試
AppendixⅣ Reliability and Validity of MALQ
AppendixⅤ Reliability and Validity of FLLAS
Acknowledgements



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