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The Application of Metacognitive Strategies to Primary Stage Chinese Listening Teaching

Author: XuChao
Tutor: NingJiMing
School: Shandong University
Course: Chinese International Education
Keywords: metacognitive strategies listening teaching instructional design teaching experiment
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 147
Quote: 0
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Abstract


"Listening" is the first step in the process of language communication, second language learners’listening comprehension ability directly affects their communicative competence. The development of cognitive psychology has raised people’s awareness that the process of listening comprehension is not passively receiving information, but an active cognition process. Listening comprehension ability is considered a cognitive skill. Acquisition of this cognitive skill depends on training of listening strategies.For primary level foreign students who are lack of listening strategies, acquisition of listening skills mainly come from classroom instruction. Therefore, it’s quite necessary for teachers to help their students use listening strategies while teaching listening class. Metacognitive strategies are considered high-level learning strategies which includes planning strategies, monitoring strategies and adjustment strategies.This article has introduced metacognitive strategies to listening class in the primary stage. With the guide of metacognitive strategies, a detailed teaching plan is designed by the author. In this plan, the pre-class planning strategies, classroom monitoring strategies and after-class regulation strategies are used. Among the three, classroom monitoring strategies are the core which includes the specific preparations before listening, monitoring strategies while listening, and assessment strategies after listening. With the plan, The author has designed a teaching case, and then carried out a teaching experiment on 65 exchange students from South Korea.This article is composed of five chapters.ChapterⅠis the general background, significance and research methods of the research, and it also includes the literature review on listening teaching in the field of Teaching Chinese as a Foreign Language.ChapterⅡcategorizes and analyzes the theories of metacognitive strategies and the relationship between metacognitive strategies and language teaching, language learning and listening comprehension. This chapter has provided theory support for the next chapter.ChapterⅢhas clarified the application of metacognitive strategies in the classroom listening teaching. This chapter first clarifies the present situation of listening teaching based on the research of listening class of South Korean exchange students. In line with the principles of metacognitive strategies, the author has carried out an instructional design, which includes the steps of the design, content of the design and a teaching case based on the design.ChapterⅣis an teaching experiment based on the application of metacognitive strategies, including experimental design, experimental procedures and results. The experimental subjects are 65 exchange students from South Korean. They are now studying Chinese in two natural classes in the Institute of International Education, Qingdao Agricultural University. The teaching experiment lasts 15 weeks.We use SPSS12.0 to analyze and process the Experimental data. Experimental results show the effectiveness of the application of metacognitive strategiesis in listening teaching.ChapterⅤis the summary of the study, which includes the conclusions and limitations of the research. This chapter detailed on teaching inspirations from the study and pointed out the prospects of the research.Currently most research on metacognitive strategies is in English teaching. Little research has been carried out in teaching Chinese listening to speakers of other languages. Therefore this research on the application of metacognitive strategies in teaching Chinese listening as a second language has some innovations.

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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