摘要
多模态和元认知是目前二语/外语教学研究中的研究热点。该文融合两种理论架构,提出在现代电化教育环境下,采用多模态协同的元认知过程法能够改善英语学习者在听力方面的表现。研究结果显示实验组比控制组在后测成绩中提高的分数多,对两组提高分数做独立样本t检验,结果显示两组差异十分接近统计显著性。配对样本t检验显示,尽管两组前测、后测差异均达到统计显著性,但是实验组的统计效应量明显大于控制组。文章最后提出进一步研究的建议和研究中获得的教学启示。
Multimodality and metacognition are two constructs that have been studied extensively in ESL/EFL contexts. There has been robust evidence to show their facilitating role in L2 acquisition. Integrating both of them, we took a metacongnitive process- based approach to teaching EFL listening for enhancing listeners＇ performance in a multimedia environment. Independent t test on the gain scores of the two groups indicated no statistical significance （p=.065）, but very close to the preset a value.Paired-sample t test revealed that the performing differences between pre-test and post-test were both statistically significant for the two groups, however, the effect size of the experimental group is greater than that of the control group. Suggestions for further research are given and implications for instructional practice are drawn from the study.
出处
《中国电化教育》
CSSCI
北大核心
2014年第8期125-129,共5页
China Educational Technology
基金
吉林省教育厅社会科学"十二五"规划研究项目"元认知过程法在英语听力课堂中的效果研究"(项目编号:吉教科文合字[2014]第588号)
吉林大学基本科研业务费科学前沿和交叉学科创新项目"批判性思维能力对外语教师实践性知识建构的影响研究"(项目编号:2012BS031)阶段性研究成果
关键词
多模态
元认知
听力能力
统计效应量
Multimodality
Metacognition
Listening Performance
, Effect Size
