听力策略培训对学习者的影响 (平装)
2007年4月1日
兰州大学出版社
张秀英
107
《听力策略培训对学习者的影响》从教育学和心理学的角度出发，以O’Mally和Chamot（1999）的认知理论为基础，以Bmwn的教学大纲为模式，以英语专科生为研究对象，并以英语听力策略调查问卷、大学英语四级考试题和学生的听力日记为工具，探讨了听力策略培训，尤其是元认知听力策略和认知听力策略的培训，是否能够提高专科生的英语听力水平以及英语水平的问题。
1. Introduction1.1 Significance of the present study1.2 Purpose of the present study1.3 Need for strategy training research1.4 Definition of terms1.4.1 Learning strategies1.4.2 Classification of learning strategies1.4.3 Listening strategies1.4.4 The classification of listening strategies2. Literature review2.1 The study of learning strategies2.1.1 The scope and focus of recent research on learning strategies2.1.2 The study of listening strategies3. Theoretical foundation and model of the study3.1 Theoretical foundation： O' Malley &Chamot' s cognitive theory3.2 The training model4. The study4.1 Research hypothesis4.2 Methodology，4.2.1 Subjects4.2.2 Materials4.2.3 Instruments4.2.3.1 QELS （questionnaire for English-listening strategies）4.2.3.2 Listening diaries4.2.3.3 Two CETS-44.2.4 The procedure of data collection and analysis，4.2.5 Pilot work4.2.5.1 Needs analysis1） Findings from the QELAa） Findings from Part A of QELSb） Findings from part B of QELS2） Findings from the pre-test4.2.5.2 Training plan4.2.6 Training procedure5. Findings5.1 Findings from the post-test.5.1.1 English listening competence5.1.2 Whole English competence5.2 Findings from the dairies5.3 Findings from part C of QELS6. Conclusion and implications6.1 Conclusion and discussion6.2 Implications6.2.1 The implications for language lemming programs6.2.2 Pedagogical implications6.2.2.1 The significance of mastery of metacognJtive learninI and social/affective strategies for freshmen6.2.2.2 The significance of English majors' mastery of metacognitive listening strategies6.3 Limitations of the study6.4 Suggestions for further researchNote，BibliographyAppendicesAppendix 1Appendix 2Acknowledgements
