|
中文摘要 |
4-5 |
|
Abstract |
5-6 |
|
Abbreviations |
6-9 |
|
Chapter 1 Introduction |
9-12 |
|
1.1 Research background |
9-10 |
|
1.2 Purpose of the study |
10 |
|
1.3 Significance of the study |
10 |
|
1.4 Organization of the thesis |
10-12 |
|
Chapter 2 Literature Review |
12-29 |
|
2.1 Listening comprehension |
12-13 |
|
2.1.1 The definition of listening comprehension |
12 |
|
2.1.2 Potential problems in listening comprehension |
12-13 |
|
2.2 Metacognition |
13-19 |
|
2.2.1 Definitions and components of metacognition |
13-14 |
|
2.2.2 Definition and classification of metacognitive knowledge |
14-15 |
|
2.2.3 Definition and classification of metacognitive strategy |
15-18 |
|
2.2.4 Relationship between metacognitive strategy %26 metacognitive knowledge |
18-19 |
|
2.3 Language learning strategies |
19-22 |
|
2.3.1 Definition and classification of language learning strategies |
19-21 |
|
2.3.2 Relationship between metacognitive strategy %26 other language learning strategies |
21-22 |
|
2.4 Research on metacognitive strategy training |
22-25 |
|
2.4.1 Metacognitive strategy training abroad |
22-24 |
|
2.4.2 Metacognitive strategy training in China |
24-25 |
|
2.4.3 Implications from the previous metacognitive strategy training |
25 |
|
2.5 Research on metacognitive strategy and its instruction in listening |
25-29 |
|
2.5.1 Metacognitive strategy %26 listening comprehension |
25-27 |
|
2.5.2 Metacognitive-strategies-based listening research and instruction |
27-29 |
|
Chapter 3 Research Design |
29-39 |
|
3.1 Research questions |
29 |
|
3.2 Conceptual framework for the present study |
29-30 |
|
3.3 Research subjects, instruments and data collection |
30-33 |
|
3.3.1 Subjects |
30 |
|
3.3.2 Instruments |
30-32 |
|
3.3.3 Data collection |
32-33 |
|
3.4 Experimental procedure |
33-39 |
|
3.4.1 Pre-course listening proficiency test %26 language proficiency test |
33 |
|
3.4.2 Pre-course questionnaires |
33-34 |
|
3.4.3 Metacognitive strategy training in listening instruction |
34-38 |
|
3.4.4 Post-course listening proficiency test %26 language proficiency test |
38 |
|
3.4.5 Post-course questionnaires |
38 |
|
3.4.6 Interviews with students about the training |
38-39 |
|
Chapter 4 Results and Discussions |
39-50 |
|
4.1 Data analysis |
39-48 |
|
4.1.1 Quantitative analysis |
39-46 |
|
4.1.2 Qualitative analysis |
46-48 |
|
4.2 Discussions |
48-50 |
|
Chapter 5 Conclusion |
50-53 |
|
5.1 Major findings of the study |
50 |
|
5.2 Implications |
50-51 |
|
5.3 Limitations |
51-52 |
|
5.4 Suggestions for further study |
52-53 |
|
Bibliography |
53-58 |
|
Appendices: |
58-63 |
|
元认知策略调查表 |
58-59 |
|
Listening questionnaire |
59-60 |
|
Table1: Comparison of EG's employment of MS |
60-61 |
|
Table2: Comparison of EG and CG's employment of MS |
61-62 |
|
Table3: Comparison of CG's employment of MS |
62-63 |
|
Acknowledgements |
63-64 |
|
Thesis Published During M.A.Study |
64 |
