The present research aims to find out(1) What are gender differences of Meta-cognitive Strategy Use and Listening Achievement(2) What are the correlation between male and female students'meta-cognitive strategy us...The present research aims to find out(1) What are gender differences of Meta-cognitive Strategy Use and Listening Achievement(2) What are the correlation between male and female students'meta-cognitive strategy use and their listening achievement.236 subjects,including 153 girls and 83 boys,in a medical university located in Guangxi participate in the research.The results show:(1) both male and female have significant differences in their use of meta-cognition,planning and evaluating but this is not the case in their listening achievement.Moreover,female obtains higher means in meta-cognitive strategies use and gets higher listening achievement than male;(2) male and female's overall meta-cognition and planning significantly correlate with their listening proficiency and male's correlations are slightly higher than female's;(3) only male high-achievers highly correlates their listening with meta-cognition,monitoring and evaluating at a significant level and just female low-achievers significantly correlate their listening achievement with meta-cognition.展开更多
The present research aims to find out(1) What are Zhuang Nationalities'Meta-cognitive Strategy Use and Listening Achievement(2) What are the correlation between successful and unsuccessful Zhuang subjects' met...The present research aims to find out(1) What are Zhuang Nationalities'Meta-cognitive Strategy Use and Listening Achievement(2) What are the correlation between successful and unsuccessful Zhuang subjects' meta-cognitive strategy use and their listening achievement.120 Zhuang subjects in a medical university located in Guangxi participate in the research.The results show:(1) all Zhuang students have an intermediate level at their meta-cognitive strategies use and compensating use but a bit low listening ability;(2) there exist significant differences between successful and unsuccessful Zhuang students'overall meta-cognitive strategy,listening and compensating;(3) significant correlations can merely be discovered between unsuccessful Zhuang students'monitoring and listening,yet significant correlations appear between successful students'overall meta-cognitive strategy,planning,evaluating and listening.展开更多
The main purpose of the present study was to investigate and compare the meta-cognitive beliefs of three groups consisting of depressed, obsessive-compulsive and normal individuals. This expost facto study was carried...The main purpose of the present study was to investigate and compare the meta-cognitive beliefs of three groups consisting of depressed, obsessive-compulsive and normal individuals. This expost facto study was carried out on 174 individuals (58 depressed, 58 obsessive-compulsive, and 58 normal). The depressed and obsessive-compulsive patients were selected from psychological clinics in central and southern Tehran using purposive sampling. The normal group was randomly selected from the staff of the related clinics. Participants completed three questionnaires including the Beck Depression Inventory-II (BDI-II), the Maudsley Obsessive-Compulsive Inventory (MOCI), and the Meta-CognitionsQuestionnaire-30 (MCQ-30). The MANOVA test was used to analyze the statistical data. There were significant differences between the mean scores with regard to the meta-cognitive beliefs in normal individuals and in patients with depression or obsessive-compulsive disorders. Furthermore, with regard to cognitive confidence and cognitive self-consciousness subscales, there were significant differences between depressed and obsessive-compulsive patients. The mean scores of these two subscales were higher in obsessive-compulsive patient, in comparison with depressed individuals. There was no significant difference between the depressed and obsessive-compulsive groups regarding the three subscales of positive beliefs about worry, uncontrollability and need to control thoughts.展开更多
After meta-cognitive being proposed masses of researches came to the identical result that one's meta-cognition ability has a direct relation to his/her language acquisition ability. Meta-cognition strategy traini...After meta-cognitive being proposed masses of researches came to the identical result that one's meta-cognition ability has a direct relation to his/her language acquisition ability. Meta-cognition strategy training is helpful for the language learner to acknowledge how to study, how to monitor, evaluating and adjusting one's study process. This research tried to study the present situation of meta-cognitive strategy usage status of students from minority areas base on the data collected by the questionnaire.展开更多
Nowadays,in the field of English reading teaching,teachers pay more focus on teaching strategies and ignore the ability of stu dent's individualized learning.So we should combine meta-cognitive theory with teachin...Nowadays,in the field of English reading teaching,teachers pay more focus on teaching strategies and ignore the ability of stu dent's individualized learning.So we should combine meta-cognitive theory with teaching strategy to improve it.In order to prove the ef fect of the combination of them,we do the research.The outcomes are obtained that the application of meta-cognitive theory in English reading strategies could improve the effect of teaching.展开更多
This study intends to apply meta-cognitive strategy to listening instruction in Chinese senior high school,which can not only improve the listening efficiency but also teach learners the way of learning so as to facil...This study intends to apply meta-cognitive strategy to listening instruction in Chinese senior high school,which can not only improve the listening efficiency but also teach learners the way of learning so as to facilitate autonomous learning.展开更多
Though abundant work has been done in both meta-cognitive strategy and error analysis, very little has been done in the exact execution model of applying meta-cognitive strategy with the perspective of error analysis....Though abundant work has been done in both meta-cognitive strategy and error analysis, very little has been done in the exact execution model of applying meta-cognitive strategy with the perspective of error analysis. This study, presuming the construction of an integrative execution model of meta-cognitive strategy with the perspective view of error analysis, focuses on the results and discussion.展开更多
Meta-cognitive learning strategies hold an important position among learning strategies. It is self-evident that the researches on overall use of strategies should begin with the meta-cognitive strategies. This paper ...Meta-cognitive learning strategies hold an important position among learning strategies. It is self-evident that the researches on overall use of strategies should begin with the meta-cognitive strategies. This paper is aimed to investigate into the meta-cognitive strategies by, firstly, reviewing the definition and classification of meta-cognitive strategies; secondly, studying the factors affecting the use of learning strategies; thirdly, presenting the previous relevant researches which have been done at home and abroad; finally, giving recommendation for further research in this field.展开更多
Due to the interference of the learner's mother tongue and their ignorance in English culture, custom, and grammar,Chinglish is a common problem in college students' composition which manifests in various ways...Due to the interference of the learner's mother tongue and their ignorance in English culture, custom, and grammar,Chinglish is a common problem in college students' composition which manifests in various ways. In This essay, I will analysis these phenomena in three depths : words、syntax、and passage.What's more,I also want to try to find some effective methods to solve this problem under the direction of language transfer and Meta-cognition theories. In the process of teaching, teachers can help students to improve positive transfer and reduce negative transfer, and cultivate students' meta- cognitive ability so that they can monitor their writing automatically.展开更多
文摘The present research aims to find out(1) What are gender differences of Meta-cognitive Strategy Use and Listening Achievement(2) What are the correlation between male and female students'meta-cognitive strategy use and their listening achievement.236 subjects,including 153 girls and 83 boys,in a medical university located in Guangxi participate in the research.The results show:(1) both male and female have significant differences in their use of meta-cognition,planning and evaluating but this is not the case in their listening achievement.Moreover,female obtains higher means in meta-cognitive strategies use and gets higher listening achievement than male;(2) male and female's overall meta-cognition and planning significantly correlate with their listening proficiency and male's correlations are slightly higher than female's;(3) only male high-achievers highly correlates their listening with meta-cognition,monitoring and evaluating at a significant level and just female low-achievers significantly correlate their listening achievement with meta-cognition.
文摘The present research aims to find out(1) What are Zhuang Nationalities'Meta-cognitive Strategy Use and Listening Achievement(2) What are the correlation between successful and unsuccessful Zhuang subjects' meta-cognitive strategy use and their listening achievement.120 Zhuang subjects in a medical university located in Guangxi participate in the research.The results show:(1) all Zhuang students have an intermediate level at their meta-cognitive strategies use and compensating use but a bit low listening ability;(2) there exist significant differences between successful and unsuccessful Zhuang students'overall meta-cognitive strategy,listening and compensating;(3) significant correlations can merely be discovered between unsuccessful Zhuang students'monitoring and listening,yet significant correlations appear between successful students'overall meta-cognitive strategy,planning,evaluating and listening.
文摘The main purpose of the present study was to investigate and compare the meta-cognitive beliefs of three groups consisting of depressed, obsessive-compulsive and normal individuals. This expost facto study was carried out on 174 individuals (58 depressed, 58 obsessive-compulsive, and 58 normal). The depressed and obsessive-compulsive patients were selected from psychological clinics in central and southern Tehran using purposive sampling. The normal group was randomly selected from the staff of the related clinics. Participants completed three questionnaires including the Beck Depression Inventory-II (BDI-II), the Maudsley Obsessive-Compulsive Inventory (MOCI), and the Meta-CognitionsQuestionnaire-30 (MCQ-30). The MANOVA test was used to analyze the statistical data. There were significant differences between the mean scores with regard to the meta-cognitive beliefs in normal individuals and in patients with depression or obsessive-compulsive disorders. Furthermore, with regard to cognitive confidence and cognitive self-consciousness subscales, there were significant differences between depressed and obsessive-compulsive patients. The mean scores of these two subscales were higher in obsessive-compulsive patient, in comparison with depressed individuals. There was no significant difference between the depressed and obsessive-compulsive groups regarding the three subscales of positive beliefs about worry, uncontrollability and need to control thoughts.
文摘After meta-cognitive being proposed masses of researches came to the identical result that one's meta-cognition ability has a direct relation to his/her language acquisition ability. Meta-cognition strategy training is helpful for the language learner to acknowledge how to study, how to monitor, evaluating and adjusting one's study process. This research tried to study the present situation of meta-cognitive strategy usage status of students from minority areas base on the data collected by the questionnaire.
文摘Nowadays,in the field of English reading teaching,teachers pay more focus on teaching strategies and ignore the ability of stu dent's individualized learning.So we should combine meta-cognitive theory with teaching strategy to improve it.In order to prove the ef fect of the combination of them,we do the research.The outcomes are obtained that the application of meta-cognitive theory in English reading strategies could improve the effect of teaching.
文摘This study intends to apply meta-cognitive strategy to listening instruction in Chinese senior high school,which can not only improve the listening efficiency but also teach learners the way of learning so as to facilitate autonomous learning.
文摘Though abundant work has been done in both meta-cognitive strategy and error analysis, very little has been done in the exact execution model of applying meta-cognitive strategy with the perspective of error analysis. This study, presuming the construction of an integrative execution model of meta-cognitive strategy with the perspective view of error analysis, focuses on the results and discussion.
文摘Meta-cognitive learning strategies hold an important position among learning strategies. It is self-evident that the researches on overall use of strategies should begin with the meta-cognitive strategies. This paper is aimed to investigate into the meta-cognitive strategies by, firstly, reviewing the definition and classification of meta-cognitive strategies; secondly, studying the factors affecting the use of learning strategies; thirdly, presenting the previous relevant researches which have been done at home and abroad; finally, giving recommendation for further research in this field.
文摘Due to the interference of the learner's mother tongue and their ignorance in English culture, custom, and grammar,Chinglish is a common problem in college students' composition which manifests in various ways. In This essay, I will analysis these phenomena in three depths : words、syntax、and passage.What's more,I also want to try to find some effective methods to solve this problem under the direction of language transfer and Meta-cognition theories. In the process of teaching, teachers can help students to improve positive transfer and reduce negative transfer, and cultivate students' meta- cognitive ability so that they can monitor their writing automatically.
