学生英语听力焦虑和元认知策略  

Students' English listening anxiety and metacognitive strategy

作　　者：张媛媛[1] 

机构地区：[1]安徽理工大学外国语学院,安徽淮南232001

出　　处：《安徽理工大学学报（社会科学版）》2008年第1期37-39,共3页Journal of Anhui University of Science and Technology:Social Science

基　　金：安徽理工大学青年科学研究基金资助[QN200623]

摘　　要：在二语习得研究领域中,"听"是一种获取信息和语言输入的重要方式。目前不少学生存在听力学习焦虑,元认知策略有助于学生对认知活动有效监控。学生掌握元认知策略对于控制英语听力焦虑具有重要作用。探讨元认知策略、外语学习焦虑及元认知策略对英语听力焦虑的启发。元认知策略的四个方面启发研究者分析学生英语听力焦虑的现状,得出在教学实践中主要从明确学习目的,激发学习动机;自我管理监控,保证学习主动性;自我评估,保证学习积极性三方面入手,达到培养学生元认知策略和减少焦虑的教学成果。In the field of second language acquisition, listening is an important way of acquiring information and language input. As quite a few students have English listening anxiety at present, metacognitire strategy not only effectively benefits students＇ monitoring cognitive activity but also is of crucial importance to control their English listening anxiety. Based on metacognitive strategy, learning anxiety, and enlightenment of metacognitive strategy on English listening anxiety, the paper elaborates on the enlightenment from the four aspects of metacognitive strategy＇s to analyze the state of students＇ English listening anxiety, and concludes that the improvements of teaching practice are achieved from the following three aspects of making clear learning aims to stimulate learning motivation, self-guiding learning process to maintain learning initiative, self-monitoring to maintain learning enthusiasm to fulfill the aim of fostering metacognitive strategy and reducing learning anxiety.

关 键 词：元认知策略 英语听力焦虑 学习目的 自我监控 自我评估 

分 类 号：G642.4[文化科学—高等教育学]