元认知策略研究：二语听力理解与附带词汇习得（英文版）-其他-艾草文学

元认知策略研究：二语听力理解与附带词汇习得（英文版）

常乐著

40.27万字 总点击 3

本书为当代外语研究论丛之一。本书报告的实验旨在研究不同听力条件对中国大学生英语听力理解与附带词汇习得的影响，以及学生元认知听力策略意识、听力理解与附带词汇习得三者之间的相互关系。研究的受试为172名大学本科新生，按照不同的听力条件被分为四组，分别是：收听一遍听力材料组，收听三遍听力材料组，图式意识提升训练后收听三遍听力材料组，以及推测策略训练后收听三遍听力材料组。通过本研究得出结论：为了达到听力理解和词汇习得的目的，大学的英语学习者（尤其是低水平的学生）需要时间去加工语言输入；学生同样需要一定的时间去逐渐消化、使用他们所获得的元认知策略训练。研究的最后从教学角度就如何设计供听力理解与附带词汇习得使用的听力材料提出了建议。

本站采用静态缓存技术，自动更新最新章节

最新章节 : Acknowledgments

更新时间 : 2021-04-06 01:59 | 状态 : 已完结

更新时间 : 2021-04-06 01:59

元认知策略研究：二语听力理解与附带词汇习得（英文版）

状态 : 已完结立即阅读

元认知策略研究：二语听力理解与附带词汇习得（英文版）

内容提要

Preface

前言

List of Tables

List of Figures

1.1 English Teaching as a Foreign Language in Chinese Universities

1.2 Place of Listening Instruction in College English Courses in China

1.3.1 Listening Comprehension

1.3.2 Incidental Vocabulary Acquisition

1.3.3 Metacognitive Listening Awareness

1.3.4 Relationships among the Three Constructs

1.4 Aims of the Study

1.5 Summary of the Contents of Each Chapter

2.1 Introduction

2.2.1 Listening Comprehension and Listening Processes

2.2.2 Factors Affecting Listening Comprehension

2.2.3 Listening Strategies

2.3.1 Metacognition

2.3.2 Metacognitive Listening Awareness and Strategies

2.4.1 Definition of Incidental Vocabulary Acquisition

2.4.2 Incidental Vocabulary Acquisition through Listening

2.4.3 Assessing Vocabulary Knowledge from Incidental Vocabulary Acquisition

2.5 Summary of the Literature Review

3.1 Introduction

3.2 Research Questions of the Study

3.3 Participants

3.4 Design of the Study

3.5.1 Questionnaire

3.5.2 Listening Tasks

3.5.3 Vocabulary Tests

3.6 Schedule and Procedures of the Study

3.7.1 Methods Used to Collect and Analyze the Data

3.7.2 Descriptive Statistics

3.8.1 The Correlational Study

3.8.2 The Experimental Study

3.9 Discussion

3.10 Problems and Solutions

4.1 Introduction

4.2 Research Questions

4.3 Research Design

4.4 Participants

4.5.1 Listening Tasks

4.5.2 Questionnaire

4.5.3 Vocabulary Tests

4.6 Schedule of the Study

4.7 Data Collection and Analysis

5.1 Introduction

5.2.1 Comparison of the Two Cycles of Listening Comprehension (LC) Scores

5.2.2 Comparison of the Two Cycles of Vocabulary Acquisition (VA) Scores

5.2.3 Summary of Comparison of the Two Cycles of Listening Activities

5.3.1 Results for Listening Comprehension

5.3.2 Results for Incidental Vocabulary Acquisition

5.3.3 Summary of the Results for Research Question One

5.4.1 Correlations between Listening Comprehension (LC) and Incidental Vocabulary Acquisition (IVA)

5.4.2 Correlations between Listening Comprehension (LC) and Incidental Vocabulary Acquisition (IVA)

5.5.1 Effects of Different Listening Conditions on Listening Comprehension

5.5.2 Effects of Different Listening Conditions on Incidental Vocabulary Acquisition

5.5.3 Relationship between the Learners' listening Comprehension and Incidental Vocabulary Acquisiti

5.6 Conclusion

6.1 Introduction

6.2.1 Descriptive Statistics for Metacognitive Listening Awareness for Cycle 1

6.2.2 Descriptive Statistics for Metacognitive Listening Awareness for Cycle 2

6.3.1 The Relationship between Metacognitive Listening Awareness (MA) and Listening Comprehension (L

6.3.2 The Relationship between Metacognitive Listening Awareness (MA) and Incidental Vocabulary Acqu

6.3.3 Summary of the Main Results for Research Questions Three and Four

6.4.1 Discussion of the Results for Research Question Three

6.4.2 Discussion of the Results for Research Question Four

6.5 Conclusion

7.1 The Aim, Background and Methodology of the Study

7.2 Summary of the Main Findings

7.3.1 Theoretical Implications

7.3.2 Pedagogical Implications

7.4 Limitations

7.5 Further Research

7.6 Conclusion

Appendix A: Metacognitive Awareness Listening Questionnaire (the MALQ)

Appendix B: Tables of the Pilot Study

Appendix C: Listening Tasks and Texts

Appendix D: Vocabulary Tests

1.1　English Teaching as a Foreign Language in Chinese Universities

1.2　Place of Listening Instruction in College English Courses in China

1.3.1　Listening Comprehension

1.3.2　Incidental Vocabulary Acquisition

1.3.3　Metacognitive Listening Awareness

1.3.4　Relationships among the Three Constructs

1.4　Aims of the Study

1.5　Summary of the Contents of Each Chapter

2.1　Introduction

2.2.1　Listening Comprehension and Listening Processes

2.2.2　Factors Affecting Listening Comprehension

2.2.3　Listening Strategies

2.3.1　Metacognition

2.3.2　Metacognitive Listening Awareness and Strategies

2.4.1　Definition of Incidental Vocabulary Acquisition

2.4.2　Incidental Vocabulary Acquisition through Listening

2.4.3　Assessing Vocabulary Knowledge from Incidental Vocabulary Acquisition

2.5　Summary of the Literature Review

3.1　Introduction

3.2　Research Questions of the Study

3.3　Participants

3.4　Design of the Study

3.5.1　Questionnaire

3.5.2　Listening Tasks

3.5.3　Vocabulary Tests

3.6　Schedule and Procedures of the Study

3.7.1　Methods Used to Collect and Analyze the Data

3.7.2　Descriptive Statistics

3.8.1　The Correlational Study

3.8.2　The Experimental Study

3.9　Discussion

3.10　Problems and Solutions

4.1　Introduction

4.2　Research Questions

4.3　Research Design

4.4　Participants

4.5.1　Listening Tasks

4.5.2　Questionnaire

4.5.3　Vocabulary Tests

4.6　Schedule of the Study

4.7　Data Collection and Analysis

5.1　Introduction

5.2.1　Comparison of the Two Cycles of Listening Comprehension (LC) Scores

5.2.2　Comparison of the Two Cycles of Vocabulary Acquisition (VA) Scores

5.2.3　Summary of Comparison of the Two Cycles of Listening Activities

5.3.1　Results for Listening Comprehension

5.3.2　Results for Incidental Vocabulary Acquisition

5.3.3　Summary of the Results for Research Question One

5.4.1　Correlations between Listening Comprehension (LC) and Incidental Vocabulary Acquisition (IVA)

5.4.2　Correlations between Listening Comprehension (LC) and Incidental Vocabulary Acquisition (IVA)

5.5.1　Effects of Different Listening Conditions on Listening Comprehension

5.5.2　Effects of Different Listening Conditions on Incidental Vocabulary Acquisition

5.5.3　Relationship between the Learners' listening Comprehension and Incidental Vocabulary Acquisiti

5.6　Conclusion

6.1　Introduction

6.2.1　Descriptive Statistics for Metacognitive Listening Awareness for Cycle 1

6.2.2　Descriptive Statistics for Metacognitive Listening Awareness for Cycle 2

6.3.1　The Relationship between Metacognitive Listening Awareness (MA) and Listening Comprehension (L

6.3.2　The Relationship between Metacognitive Listening Awareness (MA) and Incidental Vocabulary Acqu

6.3.3　Summary of the Main Results for Research Questions Three and Four

6.4.1　Discussion of the Results for Research Question Three

6.4.2　Discussion of the Results for Research Question Four

6.5　Conclusion

7.1　The Aim, Background and Methodology of the Study

7.2　Summary of the Main Findings

7.3.1　Theoretical Implications

7.3.2　Pedagogical Implications

7.4　Limitations

7.5　Further Research

7.6　Conclusion

7.6　Conclusion

7.5　Further Research

7.4　Limitations