The Effect of Metacognitive Instruction on Chinese University EFL Students Use of Listening Strategies and Their Listening Styles

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1 外语界 Foreign Languages World Vol. 36, No. 3 (2016) 核心期刊 CSSCI-indexed 主办单位 : 上海外国语大学 (Shanghai International Studies University, China) ISSN: CN: /H 创刊时间 :since 1980 Impact Factors: 复合影响因子 : 综合影响因子 : The Effect of Metacognitive Instruction on Chinese University EFL Students Use of Listening Strategies and Their Listening Styles Pengyun CHANG Faculty of Education and Social Work, University of Auckland, New Zealand Mei HAO College of Foreign Languages, Taiyuan University of Technology, China Lawrence Jun ZHANG Faculty of Education and Social Work, University of Auckland, New Zealand Abstract This experimental study investigated the effect of metacognition instruction (Vandergrift & Goh 2012) on 57 university EFL students' change in the metacognitive strategy use and listening styles. In 16 weeks,the study was conducted via the pre-and post-test, questionnaire survey,metacognitive instruction and interview. The results were as follows: (1) some metacognitive strategies for listening and the synthetic listening style were significantly correlated with the students' listening performance; (2) there was significant increase in the students' awareness and use of metacognitive strategies; (3) the students improved their listening performance; (4) some students' listening styles changed positively after metacognitive instruction. 该刊被以下数据库收录 : CSSCI 中国社会科学引文索引 ( 来源期刊 ( 含扩展版 ); 北京大学 中文核心期刊要目总览 来源期刊 :1992 年 ( 一版 ), 1996 年 ( 第二版 ), 2000 年版, 2004 年版, 2008 年版, 2011 年版, 2014 年版 元认知策略教学法对英语听力策略使用及听力风格的影响 * 常鹏云新西兰奥克兰大学教育学院 郝玫太原理工大学外语学院 张军 (Lawrence Jun Zhang 新西兰奥克兰大学教育学院 摘要 本实验研究以 Vandergrift & Goh( 2012) 的听力元认知策略教学法为指导, 对 57 名非英语专业大学生进行培训, 观测其元认知策略使用及听力风格变化情况研究采用前后测 问卷调查 元认知策略教学和访谈等方法, 持续 16 周研究结果表明 : ( 1) 部分元认知策略 综合型听力风格与学习者听力水平显著相关 ; ( 2) 学习者元认知策略意识与使用显著提升 ; ( 3) 元认知策略教学法能够有效帮助学习者提高听力成绩 ; ( 4) 部分学习者的听力风格因元认知策略教学发生积极转变

2 Foreign Language World No General Serial No. 174 * 1 2 Lawrence Jun Zhang 1 Vandergrift & Goh Abstract This experimental study investigated the effect of metacognition instruction Vandergrift & Goh 2012 on 57 university EFL students' change in the metacognitive strategy use and listening styles. In 16 weeks the study was conducted via the pre-and post-test questionnaire survey metacognitive instruction and interview. The results were as follows 1 some metacognitive strategies for listening and the synthetic listening style were significantly correlated with the students' listening performance 2 there was significant increase in the students' awareness and use of metacognitive strategies 3 the students improved their listening performance 4 some students' listening styles changed positively after metacognitive instruction. Key words metacognitive instruction listening strategies listening performance listening styles H319 A Vandergrift & Goh *

3 Goh 1997 Zhang 2001 Zhang & Goh 2006 Vandergrift 2003 Zhang & Zhang 2011 Zhang 2001 Vandergrift et al Metacognitive Awareness Listening Questionnaire MALQ Vandergrift & Tafaghodtari 2010 Li Thompson & Rubin 1996 Graham & Macaro 2008 Vandergrift & Goh 2012 Vandergrift & Goh 2012 Mareschal 2007 Cross 2009 Vandergrift & Tafaghodtari 2010 Zhang & Zhang 2013 Yeldham

4 Foreign Language World No General Serial No t convincing cancel battery apologize Vandergrift et al Cohen et al Vandergrift & Goh

5 SPSS t r =. 45 p<. 01 r =. 42 p<. 01 r =. 40 p<. 01 r =. 33 p<. 01 Vandergrift 2003 r =. 06 p =. 290 r =. 33 p< t 1 5 Vandergrift & Goh p<. 01 Graham p< t t df Cohen's d Sig. 2-tailed

6 Foreign Language World No General Serial No. 174 t t p<. 01 Vandergrift 2003 Vandergrift & Goh p<. 01 p = t t df Cohen's d Sig. 2-tailed / % % % A D B C A B A 85

7 B 1 1 B B 5 B B B A C D D D C C 2 C 3 C C 86

8 Foreign Language World No General Serial No. 174 C Vandergrift & Goh 2012 Goh 2010 Field Goh 2002 Zhang Cohen A D Oxford R L & Chi J C. Learning Style Survey EB /OL. http / /www. carla. umn. edu /maxsa / documents /LearningStyleSurvey. pdf Cross J. Effects of listening strategy instruction on news videotext comprehension J. Language Teaching Research Field J. An insight into listeners' problems Too much bottom-up or too much top-down J. System Goh C. Metacognitive awareness and second language listeners J. ELT Journal Goh C. Exploring listening comprehension tactics and their interaction patterns J. System Goh C. Listening as process Learning activities for self-appraisal and self-regulation A. In Harwood N ed.. English Language Teaching Materials Theory and Practice C. Cambridge Cambridge University 87

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