听力策略的运用与二语水平之间关系的研究  

作　　者：赵晓平[1] 呼媛[1] 

机构地区：[1]西安理工大学,陕西西安710054

出　　处：《科技信息》2010年第23期269-270,共2页Science & Technology Information

摘　　要：听力对于学习者与老师都是棘手的课题。而有关听力理解方面的研究表明策略的使用可以帮助学习者提高听力理解。建立在认知心理学理论的基础上,本研究探讨了听力策略与学习者二语水平之间的关系。调查工具为听力策略问卷与有声思维。定量分析显示元认知与认知策略的使用可以区分不同二语水平的学习者,尤其是元认知策略中的计划策略。Listening comprehension is important for learners in China. Anyhow both learners and teachers found listening comprehension a hard nut. Various studies on listening comprehension showed that strategies could facilitate listening comprehension. The present study, based on some theories of cognitive psychology explored the relationship between listening comprehension strategy use and L2 proficiency of learners. Questionnaire and think aloud were used as research methods in this study. The major finding of a quantitative analysis was that an overall use of metacognitive, primarily planning, or cognitive strategies could differentiate L2 learners of varying proficiency level.

关 键 词：听力策略 二语水平 

分 类 号：N[自然科学总论]