非英语专业学生英语学习动机取向、听力元认知策略与听力成绩的相关性研究

论文摘要

听力理解是二语习得的中心任务,对于二语学习者而言,听力理解能力的培养有助于其他语言能力的提高(Dunkel 1991; Rost 2002)。传统二语听力研究主要关注听力理解的结果,而非其过程。近年来,国内外听力研究趋于关注听力理解的认知过程。听力理解认知过程的深入研究有待研究者进一步探索(Vandergrift, 2003b)。本研究以外语学习自我决定理论和外语学习策略理论为依据,通过问卷调查和访谈的方式对苏州某大学不同专业的125名非英语专业一年级本科生进行了抽样调查,目的在于调查非英语专业本科生学习动机取向和听力学习的元认知策略使用情况,并对学习动机取向、元认知策略和听力成绩进行了相关分析。研究的问题为:(1)非英语专业本科生英语学习动机的基本取向是什么?(2)非英语专业本科生在听力理解过程中使用元认知策略的情况如何?(3)学习动机取向、元认知策略与听力成绩有何关系?本研究旨在在为学习动机和学习策略的研究提供进一步的数据支持,并为结合非英语专业本科生的课堂教学进行元认知策略培训提出相关建议。研究结果表明:(1)受试者的英语学习动机主要为内在动机;(2)受试者在听力理解过程中使用元认知策略频数由高到低依次为:直接关注策略、解决问题策略、自我认识策略、心理翻译策略、计划评估策略;(3)学习动机取向、元认知策略与听力成绩的相关性如下:a.无动机与听力成绩呈负相关,内在动机与听力成绩呈显著正相关,外在动机与听力成绩呈正相关,但无显著相关性;b.无动机与解决问题策略、计划评价策略呈显著负相关,与心理翻译策略呈显著正相关。内在动机与解决问题策略和直接关注策略呈显著正相关。外在动机与元认知策略呈正相关,但无显著相关性;c.元认知策略与听力成绩呈显著正相关,但其五个策略因子与听力成绩未全部呈现显著正相关性。直接关注策略和解决问题策略与听力成绩呈显著正相关,心理翻译策略与听力成绩呈显著负相关,计划评估策略、自我认识策略与听力成绩无显著相关性。本研究结果为非英语专业本科生英语教学提出建议。在学生较强内在学习动机的基础上,进行有效的元认知策略培训,从而达到提高学生听力成绩的目的。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• Chapter One INTRODUCTION
• 1.1 Background of the Study
• 1.2 Purpose of the Study
• 1.3 Organization of the Thesis
• Chapter Two LITERATURE REVIEW
• 2.1 Key Concepts
• 2.1.1 Motivation in L2 learning
• 2.1.2 Metacognitive strategies
• 2.2 Related Empirical Studies
• 2.2.1 Studies on motivation and proficiency
• 2.2.2 Studies on motivation and metacognitive strategies
• 2.2.3 Studies on metacognitive strategies and proficiency
• 2.3 Summary
• Chapter Three METHODOLOGY
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.4 Data Collection
• 3.5 Data Analysis
• Chapter Four RESULTS AND DISCUSSION
• 4.1 Motivation Orientations, Metacognitive Listening Strategies and Listeni Proficiency
• 4.1.1 Motivation orientations
• 4.1.2 Metacognitive listening strategies
• 4.1.3 Listening proficiency
• 4.2 Interrelationships among Motivation Orientations, Metacognitive Listeni Strategies, and Listening Proficiency
• 4.2.1 Correlations between motivation orientations and listening proficiency
• 4.2.2 Correlations between motivation orientations and metacognitive listeni strategies
• 4.2.3 Correlations between metacognitive listening strategies and listeni proficiency
• 4.3 Analysis of Interview Data
• Chapter Five CONCLUSION
• 5.1 Major Findings
• 5.1.1 Findings related to motivation orientations of non-English major undergraduates
• 5.1.2 Findings related to metacognitive listening strategies of non-English major undergraduates
• 5.1.3 Findings related to the interrelationships among motivation orientations,metacognitive listening strategies, and listening proficiency of non-English major undergraduates
• 5.2 Implications
• 5.2.1 Facilitating strong motivation of non-English major undergraduates
• 5.2.2 Metacognitive strategy instruction for non-English major undergraduates
• 5.2.3 Strong motivation and metacognitive strategy instruction and in listening proficiency of non-English major undergraduates
• 5.3 Limitations of the Study
• 5.4 Suggestions for Future Research
• REFERENCES
• Appendix Ⅰ
• Appendix Ⅱ