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An Empirical Study of Metacognitive Strategy Training in English Listening Teaching at Vocational College

Author: LiuJiShao
Tutor: WangChongYi
School: Hunan Normal University
Course: Education
Keywords: Vocational English Listening Teaching Metacognitive strategies Self-learning ability Culture
CLC: H319
Type: Master's thesis
Year: 2007
Downloads: 227
Quote: 1
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Abstract

As we all know, in our English learners, special vocational students Listening is very weak. The cause of this problem for two reasons: First, the basis of students' listening and the classroom listening training time is very limited. Students rarely think about the Listening weaknesses and problems, and most of the hearing self-study program, you can not take full advantage of the extra-curricular time to persevere listening training. In fact, the above two questions reflect the vocational students generally lack a self-planned learning, awareness of self-monitoring and self-evaluation, which is missing a very important learning strategies - metacognitive learning strategies. Therefore I believe that it is necessary in this regard to strengthen the guidance and training of students. The purpose of this study is to improve students 'metacognitive awareness on the basis of the students in the Teaching of English Listening metacognitive strategy training, develop students' self-learning ability, improve the effect of hearing learning. Metacognitive strategies (first proposed in the 1970s by the American psychologist Flavell) study began more than 30 years ago. However, in our meta-cognitive Strategy Training and Teaching of Listening combination of research is still relatively small, and vocational students for the study of empirical studies are even scarcer. In addition, I also found that: almost all the existing research is on the learning process of their students metacognitive strategy training, rarely involved in the cultivation of students' extracurricular learning Metacognitive Strategies. This study includes not only the metacognitive strategies in the the Listening classroom into training, but also includes students' metacognitive strategy training outside the classroom. The subjects in this study is a natural class of two non-English major from Hunan Mass Media Vocational Technical College 2006. After the first test of metacognitive strategy use and self-learning ability to investigate and English listening level, according to the study conditions shall be as similar principles in these two classes selected from each of 20 students as the experimental group and control groups. Meanwhile, according to the preliminary results of the students' listening, the experimental group students were divided into the hearing study group with successful and unsuccessful groups (n = 10). Experimental group and control group in the time of teachers, textbooks and teaching arrangements are identical, the only difference is in the experimental group listening teaching in the integration of metacognitive strategy training, while the control group did not. The training time for one semester. First, we use a lesson for students meta-cognitive theory training. Curricular and extracurricular metacognitive strategy training students in the experimental group. Curricular and training is training students to listen, listen and hear three stages of the use of meta-cognitive strategies for hearing training. Extracurricular training requires students to develop extracurricular hearing self-training program, to take diary extracurricular self-self-monitoring, self-evaluation and adjustment. Upon completion of the training, meta-cognitive strategies, self-learning ability investigation and English listening proficiency test again to determine the effectiveness of training. Finally, we use the SPSS 12.0 software on the experimental data obtained were analyzed. The experimental results show that: 1. Metacognitive strategy training can effectively improve the students 'metacognitive awareness; 2. Metacognitive strategy training to help improve students' listening level; metacognitive strategy training on listening practice is not winners to help the more significant; 4. metacognitive strategy training to help improve students' self-learning ability. In addition to the introduction and the end of this thesis consists of four chapters: The first chapter is a review of the literature on listening comprehension and metacognitive strategies. The second chapter is Listening Metacognitive strategy training on the experimental design and operation. The third chapter is the collection and analysis of experimental data. The fourth chapter is a discussion of the results of this experiment.

An Empirical Study of Metacognitive Strategy Training in English Listening Teaching at Vocational College

Abstract

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