罗森塔尔效应、元认知策略与大学英语四级成绩的定量分析研究  

Quantitative Analysis of Rosenthal Effect,Metacognitive Strategies and CET-4

作　　者：刘菁菲[1] 

机构地区：[1]武汉科技大学外国语学院,湖北武汉430065

出　　处：《考试与评价》2020年第5期113-116,共4页TESTING AND EVALUATION

基　　金：湖北省教育厅人文社会科学研究项目“基于网络环境元认知策略对英语学习成效影响的方差分析研究”(编号:14G105)的研究成果;武汉科技大学研究生教学改革项目“大学英语混合探究社区的构建与运作研究”(Yjg201819)的阶段成果。

摘　　要：本研究采用问卷法,选取某本科大学非英语专业215名大学生为被试者。定量分析研究结果如下:(1)多因素方差分析表明,罗森塔尔效应和元认知策略对英语成绩均有显著影响,但两者相比,罗森塔尔效应对英语成绩影响更为显著;(2)多重比较分析表明,元认知水平差异越大,英语平均成绩提高的幅度也越大;(3)T-检验表明,罗森塔尔效应实验组比对照组英语平均成绩高出3.02-8.24分,四级英语考试平均成绩高出23.61-60.13分,四级通过率高出17个百分点。In this study,215 non-English majors were selected as subjects by questionnaire.Research results are as follows,1)Multivariate analysis of variance shows that Rosenthal effect and metacognitive strategies both have significant influence on the English performance,but comparatively Rosenthal effect have more significant influence on English performance.2)Multiple comparative analysis shows that the greater the difference in metacognitive level,the greater the improvement in average English scores.3)T-test shows that average English score of the experiment group of Rosenthal effect was 3.02 to 8.24 points higher than that of the control group,the average score of CET-4 is 23.6 to 60.13 points higher,and pass rate of CET-4 is 17%higher.

关 键 词：罗森塔尔效应 元认知策略 定量分析 

分 类 号：H31[语言文字—英语]