摘要
本文基于认知心理学的元认知理论,通过对辽宁省5所高校521名日语专业大学生进行听力元认知意识测试问卷调查,结合某高校三个年级各50人的SPOT听力检测成绩,研究日语专业大学生听力元认知意识及与听力水平的相关性。结果发现:1)日语专业大学生听力元认知意识整体水平中等;2)随着日语学习年限的增长,听力元认知意识并未呈阶段性上升趋势,除心理翻译外,纵向三个年级听力元认知意识无显著差异,且受心理翻译、"外语副作用"等因素的影响,大一年级听力元认知意识较高;3)相关性分析显示,对于初中级水平的日语学习者,心理翻译与听力水平呈正相关。研究进一步表明,听力元认知意识对听力水平有一定的促进作用。
Based on the metacognitive theory in cognitive psychology,an metacognitive awareness listening questionnaire survey was conducted among 521 students majoring in Japanese from 5 colleges and universities in Liaoning Province.Combined with the spot dictation test results of 150 Chinese Japanese majors in three grades in a university(50 students in each grade),the paper studies the correlation between listening metacognitive awareness and listening proficiency of Japanese majors.The results show:1)Chinese Japanese majors’listening metacognitive awareness is of medium level.2)Along with the process of language learning,listening metacognitive awareness doesn’t show a gradual upward trend.Except for mental translation there is no significant difference among the three grades.Influenced by factors such as psychological translation and“foreign language side effect”,listening metacognitive awareness of the freshman is higher than those of the students in other two grades.3)The correlation analysis shows that the level of psychological translation is positively related to the level of Junior middle school level Japanese learners.The study further indicates that the metacognitive awareness of listening has a certain effect on the listening level.
出处
《东北亚外语研究》
2019年第1期56-63,共8页
Foreign Language Research in Northeast Asia
基金
2015年度辽宁省教育厅科学研究一般项目"听力策略对元认知意识和日语听力成绩影响的实证研究"(W2015051)的阶段性成果
关键词
听力元认知意识
听力水平
心理翻译
“外语副作用”
听力策略
listening metacognitive awareness
listening proficiency,mental translation
“foreign language side-effect”
listening strategies
