提高学生“英语听力”猜词能力的课程探究——基于Vandergrift“听力教学周期”的教案设计  

Teaching Metacognitive Strategies to Develop Chinese Students' Word Segmentation Ability——A Lesson Plan Based on Vandergrift's Pedagogical Cycle

作　　者：陈小凤 

机构地区：[1]长江师范学院大学外语教学科研部,重庆408000

出　　处：《宁波教育学院学报》2018年第1期94-97,共4页Journal of Ningbo Institute of Education

基　　金：2017年长江师范学院校级教改项目(JG201752)

摘　　要：加拿大学者Vandergrift提出的"听力教学周期"这一自上而下的元认知策略可以用来解决中国学生在听力中面临的猜词困难——一种自下而上的听力解码障碍。丰富的教学环节,包括反复听、同伴合作和创意听写等形式,能够逐渐培养起学生的元认知意识,帮助学生积累具备典型口语特征的听力词汇,构建起自己的听力词汇库,形成自动处理具备典型口语特征词组的能力,进而提高学生综合听力水平。Vandergiift＇s pedagogical cycle provides students with ample scaffolding in planning, monitoring, problem solving and self-evaluating. It incorporates a top-down processing in dealing with a bottom-up issue, word segmentation skill. Via various ways to paying special attention to word chunks bearing spoken features, students may accumulate their own listening vocabulary. Repetitive listening, peer collaboration and creative dictation may develop their metacognitive knowledge and foster metacognitive awareness, which will, in turn, help listeners automatically process information in listening tasks and enhance their overall listening competence.

关 键 词：Vandergrift “听力教学周期”模式 猜词能力 教案设计 

分 类 号：G642[文化科学—高等教育学]