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本文采用定量分析的方法,对139名高二学生听力元认知策略的使用情况进行了调查。研究结果如下:元认知策略中最常使用的具体策略为监控策略,最不常使用的为计划策略。总的来说,高中生对元认知策略的使用了解不足,教师对元认知策略培训的重视程度不够。最后,笔者提出了相关措施,旨在对听力教学和学生总体听力策略的选择有所帮助。
In this paper, a quantitative analysis of 139 high school students listening metacognitive strategies were investigated. The results are as follows: The most commonly used specific strategies in metacognitive strategies are monitoring strategies, the least commonly used planning strategies. In general, senior high school students did not know enough about the use of metacognitive strategies and teachers did not pay enough attention to metacognitive strategy training. Finally, I put forward the relevant measures, aimed at listening teaching and students’ overall listening strategies to help.