A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students
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Notice bibliographique
Résumé
Metacognitive strategies concerning general skills, through which learners manage, direct, regulate and guide their learning. For several decades, researchers have recognized the importance of Metacognitive strategy use for successful English listening comprehension. Most of the previous studies of metacognitive strategies use in China have been carried out among undergraduates, but few focus on that of vocational college students. Therefore, it is necessary to carry out investigation into metacognitive strategies use in English listening comprehension among vocational college students so as to give vocational college English teachers pedagogical implications on how to train their students and facilitate their teaching. The aim of the present study is to make a tentative investigation into the metacognitive strategies use in the listening comprehension among vocational college students. The subjects in the present study consist of one hundred and thirty nine vocational college students in the Jiangxi Blue Sky College. And three instruments were involved in the present study. They are questionnaire, listening comprehension test and interviews. The present research has yielded the following findings: 1. Based upon the results, the frequency of students’ metacognitive strategy use frequency is relatively low, and there is a rather large discrepancy among students ' use of metacognitive strategies in listening. 2. The analysis shows that females employ metacognitive strategies more often than males’ students. There is significant difference in the use of planning strategies, monitoring strategies, self-evaluation strategies and self-regulation strategies, and the most significant difference is shown in monitoring strategies.3. From the results, it is found that the higher score the students get, the more frequently they use the strategies. Especially to the monitoring strategies, there is significant difference between the high score and low score students.4. With regard to the relationship between the employment of metacognitive listening strategies and listening comprehension ability, analysis shows that there is a positive relationship between metacognitive strategies and listening comprehension ability. The more frequently they apply the metacognitive listening strategies, the stronger their listening comprehension ability will be.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle