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Research on the Application of Metacognitive Strategies to Junior English Listening Learning

Author: LiuJiMin
Tutor: CaoJun
School: Shandong Normal University
Course: Subject Teaching
Keywords: Metacognitive strategies Junior high school students Listening Comprehension Strategy Training
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 272
Quote: 1
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Abstract


In foreign language learning, hearing heard that the most important part of the four basic language skills of reading and writing. Listening comprehension skills as an input, not a passive activity, but a pro-active complex process, the increase has a positive role in promoting the improvement of the overall level of foreign language learners. Therefore, listening comprehension in the second language acquisition process occupies a very important position. How to improve listening comprehension is a subject worthy of attention and study. With the deepening of the study of learning strategies, metacognitive increasingly prominent role in language learning, more and more people come to realize the importance of the potential for its use of metacognitive strategies. Metacognitive strategy is the implementation of a higher level of skills, refers to the conscious use of metacognitive knowledge on learning tasks reasonable plan, arrangement, monitoring, regulation and evaluation of the ability. Since the 1970s, many domestic and foreign language scholars have undertaken extensive research in the meta-cognitive theory and meta-cognitive strategies and teaching a combination of other fields. China in recent years some scholars the metacognitive into listening teaching. Their research has opened up new ideas for the hearing teaching, but on how to be more scientific and more effective metacognitive strategies used in junior high school English listening teaching remains to be further discussion and study. Meta-cognitive strategies can be better applied to the 115 students on the of Jiyang innovative high school third grade students' English Listening 16-week hearing based on the meta-cognitive strategies teaching experiment. The study focuses on the following two questions: (1) before the experiment, after junior high school students to use metacognitive strategies, how? (2) whether the use of metacognitive strategies have a positive impact on the achievement of students' listening? Before the hearing, listen, hear three phases to do the preparation of the program to arrange for learning, monitoring the learning process and assessment of hearing learning metacognitive listening strategies classroom teaching experiment. 115 students were divided into experimental classes and control classes teaching test. During the experiment of the experimental classes teach students knowledge about metacognitive strategies and to train students planning strategies, monitoring and evaluation policies effectively applied to the hearing process in order to improve the level of listening comprehension, while the control class is not any element recognized known strategy to explain and training. Through before the test, after the investigation and comparison of the two classes metacognitive strategies analysis found that, after the experiment experimental class students' use of metacognitive strategies has considerably improved in the control classes did not change significantly; consists of two classes hearing the pre-test and post-test results of comparative analysis of the experimental class learning and training of metacognitive strategies, measured after hearing performed significantly better than the control class. It is suggested that students metacognitive strategies in listening teaching junior high school English listening teaching guidance helps to foster and strengthen the students develop arrangements learning programs, self-monitoring hearing process, self-assessment hearing, and found that the problems and weaknesses and learning strategy to make a corresponding adjustment to the carrying capacity, thereby promoting learning enthusiasm of the students 'listening, to improve students' listening level. Studies suggest that in junior high school English listening teaching students the learning and training of metacognitive strategies can be considered, although it will take up part of the normal teaching time, but it help improve students' learning hearing effective planning, monitoring and evaluation the ability to stimulate students' motivation, to optimize learning styles, and improve the level of hearing.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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