高职高专非英语专业学生听力元认知意识和听力水平的相关性研究

eart oflanguage learning. However, it is possibly the least understood and researched skillcompared to the other three skills, and is also the most difficult one to learn because ofits invisibility and inaccessibility (Vandergrift, 2002). But just as many scholars haveidentified that listening is neither a passive nor a receptive skill, it is one kind ofcreative skill (Goh, 1998; Wenden, 1999). And the listening comprehension is an activeprocess that listeners come to the understanding through the information processing.According to Dunkel (1986), listening comprehension not only refers to theprocess that learners extract meaning from the incoming speech, but also includes theprocess that listeners relate their knowledge about the topic with the information theyhave just received. That is to say, listening comprehension is not simply the decodingof the literal meaning but a dynamic interactive process of the incoming informationand the existing knowledge stored in listeners’ mind under the influence of phonetics,vocabulary, grammar and rhetoric factors, etc.
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2.2 The Metacognition
In this section, metacognition and its two components, especially themetacognitive awareness will be fully explained in terms of definition, classificationand its role in foreign/second language learning. Also, a brief review on the interactionbetween metacognitive knowledge and metacognitive strategy will be made to addressthe theoretical context for the present study.The notion of “metacognition” is firstly put forward by American psychologist J.H. Flavell in 1970s based on the theory of metamemory. It is originally regarded as theknowledge about and the regulation of individuals’ cognitive activities in learningprocesses (Flavell, 1979).However, what is metacognition? Different researchers put forward different ideason this question through the years. In 1976, J. H. Flavell described it as one’sknowledge concerning one’s own cognitive processes and outcomes or anythingrelated to them, e.g., the learning-relevant properties of information or data. And in1981, he presented a more brief definition—the knowledge or cognitive enterprisesrelated to either reflecting or monitoring one’s cognitive activities. In Flavell’s view,metacognition or metacognitive awareness takes the form of knowledge andexperience. Flavell’s definition has made a fundamental base for later studies.
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CHAPTER THREE METHODOLOGY.........20
3.1 RESEARCH QUESTIONS........ 20
3.2 RESEARCH SUBJECTS........... 20
3.3 RESEARCH INSTRUMENTS.......... 21
3.4 THE COLLECTION OF THE DATA ...... 27
3.5 THE ANALYSIS OF THE DATA...... 27
CHAPTER FOUR RESULTS AND DISCUSSION ..........28
4.1 THE RESULT OF THE DESCRIPTIVE ANALYSIS AND DISCUSSION .......... 28
4.1.1 metacognitive awareness and discussion ........ 28
4.1.2 The result of descriptive analysis on subscales and discussion ......... 30
4.1.3 The summary ..... 35
4.2 THE RESULT OF THE CORRELATION ANALYSIS AND DISCUSSION........ 35
4.2.1 The result of the Pearson correlation analysis and discussion ........... 35
4.2.2 The result of the multiple regression analysis and discussion ........... 36
4.2.3 The summary ..... 38
4.3 THE RESULT OF INDEPENDENT SAMPLES T-TEST ANALYSIS ANDDISCUSSION.... 39
CHAPTER FIVE CONCLUSIONS....44
5.1 MAIN FINDINGS OF THE RESEARCH........ 44
5.2 IMPLICATIONS OF THE RESEARCH ......... 44
5.3 LIMITATIONS AND SUGGESTIONS .... 46

Chapter Four Results and Discussion

In this chapter, the collected data will be discussed in detail and the results will bepresented. Specifically, the descriptive analysi