摘要
运用实证研究,比较听力元认知策略指导和发现式听力教学法对大学新生复合式听写能力的影响。实验表明,两种教学法均有利于提高学生复合式听写能力,但发现式听力教学法体现了一定的优势。
An empirical study on the effects of two approaches which are metacognitive-strategies-based instruction and discovering listening to teaching Chinese freshmen Compound dictation shows that both DL and MSBI groups made signifi-cant progress on the final Comprehension：measure which reveals that both approaches can effectively improve participants＇ listening comprehension, while DL group had more progress in listening comprehension compared with SBI group.
出处
《安徽工业大学学报（社会科学版）》
2013年第1期73-74,120,共3页
Journal of Anhui University of Technology：Social Sciences
基金
中南民族大学教学研究课题(JYX09033)
关键词
发现式听力教学
元认知策略指导
复合式听写
Discovery listening
rnetacognitive-strategies-based instruction
compound dictation
