聽力策略培訓(xùn)對(duì)學(xué)習(xí)者的影響 (平裝)

內(nèi)容概要

　　《聽力策略培訓(xùn)對(duì)學(xué)習(xí)者的影響》從教育學(xué)和心理學(xué)的角度出發(fā)，以O(shè)’Mally和Chamot（1999）的認(rèn)知理論為基礎(chǔ)，以Bmwn的教學(xué)大綱為模式，以英語?？粕鸀檠芯繉?duì)象，并以英語聽力策略調(diào)查問卷、大學(xué)英語四級(jí)考試題和學(xué)生的聽力日記為工具，探討了聽力策略培訓(xùn)，尤其是元認(rèn)知聽力策略和認(rèn)知聽力策略的培訓(xùn)，是否能夠提高?？粕挠⒄Z聽力水平以及英語水平的問題。

書籍目錄

1. Introduction1.1 Significance of the present study1.2 Purpose of the present study1.3 Need for strategy training research1.4 Definition of terms1.4.1 Learning strategies1.4.2 Classification of learning strategies1.4.3 Listening strategies1.4.4 The classification of listening strategies2. Literature review2.1 The study of learning strategies2.1.1 The scope and focus of recent research on learning strategies2.1.2 The study of listening strategies3. Theoretical foundation and model of the study3.1 Theoretical foundation： O' Malley &Chamot' s cognitive theory3.2 The training model4. The study4.1 Research hypothesis4.2 Methodology，4.2.1 Subjects4.2.2 Materials4.2.3 Instruments4.2.3.1 QELS （questionnaire for English-listening strategies）4.2.3.2 Listening diaries4.2.3.3 Two CETS-44.2.4 The procedure of data collection and analysis，4.2.5 Pilot work4.2.5.1 Needs analysis1） Findings from the QELAa） Findings from Part A of QELSb） Findings from part B of QELS2） Findings from the pre-test4.2.5.2 Training plan4.2.6 Training procedure5. Findings5.1 Findings from the post-test.5.1.1 English listening competence5.1.2 Whole English competence5.2 Findings from the dairies5.3 Findings from part C of QELS6. Conclusion and implications6.1 Conclusion and discussion6.2 Implications6.2.1 The implications for language lemming programs6.2.2 Pedagogical implications6.2.2.1 The significance of mastery of metacognJtive learninI and social/affective strategies for freshmen6.2.2.2 The significance of English majors' mastery of metacognitive listening strategies6.3 Limitations of the study6.4 Suggestions for further researchNote，BibliographyAppendicesAppendix 1Appendix 2Acknowledgements

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