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本研究借助Vandergrift等(2006)设计的听力元认知意识问卷(MALQ),分别调查了两组听力水平不同的非英语专业本科生的元认知意识状况。通过揭示他们在计划与评估、引导性注意、心理翻译、主体知识和解决问题方面的异同,以及这五个方面与其听力能力之间的相关性,发现不同元认知意识对听力理解的调控作用各不相同,优化学习者听力元认知意识对于构建听力技能有效发展的合理模式、提高听力信息加工效率具有重要意义。
This study investigated the metacognitive awareness of non-English majors with different hearing levels using the Malle metacognitive awareness questionnaire (MALQ) designed by Vandergrift et al. (2006). By revealing their similarities and differences in planning and assessment, guiding attention, psychological translation, subject knowledge and problem-solving, and the correlation between these five aspects and their hearing ability, we found that different metacognitive awareness plays a regulatory role in listening comprehension Different, optimizing learners’ awareness of listening metacognition is of great significance for building a reasonable mode of effective development of listening skills and improving the processing efficiency of hearing information.