高中學生聽力元認知意識、聽力焦慮和聽力水平的關系研究
發(fā)布時間：2022-02-20 02:57
隨著以學習者為中心的教學理念的盛行,越來越多的研究者開始關注學習過程中的個體差異的重要性,例如,情感因素及元認知因素。其中,元認知意識和焦慮是兩個重要的影響因素。研究表明:聽力元認知意識和聽力焦慮分別與聽力水平具有相關性。然而關于聽力元認知意識,聽力焦慮與聽力水平的關系研究很少。國內(nèi)外研究對象集中于大學生群體,國內(nèi)對于高中學生的研究相對匱乏。本文旨在探究高中學生聽力元認知意識、聽力焦慮和聽力水平的關系。具體地說,本文從三個方面對該問題做出了回答:高中學生的聽力元認知意識,聽力焦慮和聽力水平有何關系;聽力高水平組與低水平組在聽力元認知意識上有何差異;聽力高水平組與低水平組在聽力焦慮上有何差異。參加本研究的292名被試是來自河北省邯鄲市三所普通中學的高中二年級的學生。采用三種研究工具:Vandergrift et al.（2006）的聽力元認知意識問卷,Elkhafaifi（2005）的外語聽力焦慮量表和英語聽力理解成績。本研究運用SPSS 19.0對數(shù)據(jù)進行分析,通過皮爾遜相關分析第一個研究問題,通過獨立樣本T檢驗分析第二、三個研究問題。研究結(jié)果如下:（1）高中學生的總體聽力元認知意識及...
【文章來源】：河北師范大學河北省
【文章頁數(shù)】：81 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Abbreviations
Chapter1 Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 The structure of the thesis
Chapter2 Literature review
2.1 Relevant studies
2.1.1 Relevant studies on the relationship between MAL and LP
2.1.2 Relevant studies on the relationship between FLLA and LP
2.1.3 Relevant studies on the relationship between MAL and FLLA
2.2 Theoretical foundation
2.2.1 Metacognition theory
2.2.2 Krashen’s affective filter hypothesis
Chapter3 Research methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Metacognitive Awareness Listening Questionnaire
3.3.2 Foreign Language Listening Anxiety Scale
3.3.3 Listening test
3.4 Research procedures
Chapter4 Results and discussions
4.1 Correlations among MAL,FLLA and LP
4.1.1 Correlations between students’MAL and LP
4.1.2 Correlations between students’FLLA and LP
4.1.3 Correlations between students’MAL and FLLA
4.2 Differences between high proficiency group and low proficiency group in MAL and its five factors
4.3 Differences between high proficiency group and low proficiency group in FLLA and its three factors
Chapter5 Conclusion
5.1 Major findings of the study
5.2 Implications of the study
5.3 Limitations of the study
5.4 Suggestions for future study
Bibliography
AppendixⅠ 聽力元認知意識問卷
AppendixⅡ 外語聽力焦慮量表
AppendixⅢ 英語聽力測試
AppendixⅣ Reliability and Validity of MALQ
AppendixⅤ Reliability and Validity of FLLAS
Acknowledgements
本文編號：3634172
【文章來源】：河北師范大學河北省
【文章頁數(shù)】：81 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Abbreviations
Chapter1 Introduction
1.1 Research background
1.2 Research purpose and significance
1.3 The structure of the thesis
Chapter2 Literature review
2.1 Relevant studies
2.1.1 Relevant studies on the relationship between MAL and LP
2.1.2 Relevant studies on the relationship between FLLA and LP
2.1.3 Relevant studies on the relationship between MAL and FLLA
2.2 Theoretical foundation
2.2.1 Metacognition theory
2.2.2 Krashen’s affective filter hypothesis
Chapter3 Research methodology
3.1 Research questions
3.2 Research subjects
3.3 Research instruments
3.3.1 Metacognitive Awareness Listening Questionnaire
3.3.2 Foreign Language Listening Anxiety Scale
3.3.3 Listening test
3.4 Research procedures
Chapter4 Results and discussions
4.1 Correlations among MAL,FLLA and LP
4.1.1 Correlations between students’MAL and LP
4.1.2 Correlations between students’FLLA and LP
4.1.3 Correlations between students’MAL and FLLA
4.2 Differences between high proficiency group and low proficiency group in MAL and its five factors
4.3 Differences between high proficiency group and low proficiency group in FLLA and its three factors
Chapter5 Conclusion
5.1 Major findings of the study
5.2 Implications of the study
5.3 Limitations of the study
5.4 Suggestions for future study
Bibliography
AppendixⅠ 聽力元認知意識問卷
AppendixⅡ 外語聽力焦慮量表
AppendixⅢ 英語聽力測試
AppendixⅣ Reliability and Validity of MALQ
AppendixⅤ Reliability and Validity of FLLAS
Acknowledgements
本文編號：3634172
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