中国非英语专业大学生听力元认知意识、听力焦虑和听力水平的相关性研究  

A Correlation Study of Metacognitive Awareness,Anxiety and Proficiency of Listening of Chinese Non-English Majors

作　　者：邓巧玲[1] 

机构地区：[1]华南农业大学外国语学院,广东广州510642

出　　处：《外语教学》2015年第5期59-64,共6页Foreign Language Education

基　　金：广东省高等教育教学改革项目"后现代大学英语课程体系的建构与实践:个性化;多样化;通识化;校本化与国际化"(项目编号:2012090)的阶段性成果

摘　　要：通过听力元认知意识问卷(MALQ)及听力焦虑问卷(FLLAS),本研究考察了250名中国非英语专业大学生的听力元认识意识、听力焦虑和听力水平三者之间的关系。研究发现:1)调查对象的听力元认知意识处于中高水平,不存在显著的性别差异;2)听力元认知意识与听力水平显著正相关,且听力水平高分组和低分组的听力元认知意识存在显著差异;3)听力焦虑对听力水平产生显著负面影响,并且与听力元认知意识显著负相关,听力元认知意识对听力水平不但有直接的影响,还能通过降低听力焦虑对其产生间接影响,且间接影响力更显著。文章最后对大学英语听力教学提出了相关建议。This paper examines the relationships among metacognitive awareness, anxiety and proficiency in listening compre- hension of 250 Chinese non-English majors through Metacognitive Awareness Listening Questionnaire （MALQ） and Foreign Language Listening Anxiety Scale （FLLAS）. The results show that 1 ） the listening metacognitive awareness of the subjects is of medium and high level, and there are no significant gender differences; 2） the listening metacognitive awareness and listen- ing proficiency are significantly correlated and the high and low listening proficiency groups exhibit significant differences in metacognitive awareness; 3 ） listening anxiety has significant negative effects on listening proficiency and is also negatively cor- related with listening metacognitive awareness; metacognitive awareness not only directly affects listening comprehension but also indirectly influences it by reducing listening anxiety, and this indirect influence is more significant. Some suggestions for listening teaching are provided.

关 键 词：听力元认知意识 听力焦虑 听力水平 

分 类 号：H319[语言文字—英语]