英语学习者元认知意识与二语听力成绩的关系:自我效能感的中介作用  

The Relationship between EFL Learners'Metacognitive Awareness and L2 Listening Achievement:The Mediating Role of Self-Efficacy

作　　者：鲁华山[1] 裴涛 申云化[3] LU Hua-shan;PEI Tao;SHEN Yun-hua

机构地区：[1]青岛农业大学外国语学院,山东青岛266109 [2]淮阴师范学院外国语学院,江苏淮阴512005 [3]吉林大学外国语言文化学院,吉林长春130012

出　　处：《外语导刊》2025年第1期80-90,159,160,共13页Foreign Languages Bimonthly

基　　金：教育部人文社会科学研究规划基金项目“‘国家一流英语本科专业’大学生全球胜任力测评及培养机制研究”(24YJA740034);青岛农业大学研究生教育教学改革研究项目“硕士研究生项目式语言学习评价体系的构建与应用”(QNYJG2328)。

摘　　要：元认知意识和自我效能感是影响二语听力成绩的重要因素,但深入探究三者关系的研究尚不多见。本研究招募134名大学英语学习者作为研究对象,考察自我效能感在元认知意识及其子因素和二语听力成绩之间的中介作用。研究发现,控制性别、年龄和学习年限变量后,自我效能感在元认知意识和二语听力成绩之间起显著的中介作用,中介效应占总效应的57%;自我效能感在元认知意识的两个子因素(主体知识和解决问题)和二语听力成绩之间也起到显著的中介作用,中介效应占总效应的50%和40%。本研究进一步揭示了元认知意识和自我效能感对二语听力的影响机制,对二语听力教学和研究具有一定的启示。Metacognitive awareness and self-efficacy are the important factors influencing second/foreign(L2)listening achievement,but the interrelationships between them have received relatively scant attention.The present study recruites 134 English-as-foreign-language(EFL)learners as participants to investigate the mediating role of selfefficacy in the relationships between metacognitive awareness,its subfactors,and L2 listening achievement.After controlling for gender,age,and years of English learning,the study finds that self-efficacy significantly mediates the relationship between metacognitive awareness and L2 listening achievement,accounting for 57%of the total effect.Moreover,self-efficacy plays a significant mediating role in the relationships between the two subfactors of metacognitive awareness,i.e.,person knowledge,problem solving,and L2 listening achievement,with their mediating effects accounting for 50%and 40%of the total effect respectively.This study further reveals the influencing mechanism of metacognitive awareness and self-efficacy on L2 listening comprehension and provides useful implications for L2 listening teaching and research practices.

关 键 词：元认知意识 自我效能感 二语听力成绩 中介作用 英语学习者 

分 类 号：H319.9[语言文字—英语]