基于元認(rèn)知理論的日語(yǔ)初級(jí)學(xué)習(xí)者聽(tīng)力意識(shí)及策略指導(dǎo)

曲巖松　張巖

摘要：教師通過(guò)在聽(tīng)力初級(jí)階段了解學(xué)生的聽(tīng)力意識(shí)和策略，就可以在聽(tīng)力課堂上對(duì)學(xué)生的聽(tīng)力活動(dòng)進(jìn)行有針對(duì)性的指導(dǎo)。利用聽(tīng)力元認(rèn)知意識(shí)問(wèn)卷（MALQ）對(duì)學(xué)生的聽(tīng)力元認(rèn)知意識(shí)進(jìn)行調(diào)查。結(jié)果顯示，21項(xiàng)聽(tīng)力意識(shí)和策略中，7項(xiàng)與聽(tīng)力水平顯著相關(guān)。其中，“計(jì)劃與評(píng)價(jià)”占1項(xiàng)，“主體知識(shí)”3項(xiàng)，“心理翻譯”1項(xiàng)，“解決問(wèn)題”2項(xiàng)。根據(jù)上述結(jié)果，探討了如何在日語(yǔ)初級(jí)聽(tīng)力教學(xué)中培養(yǎng)學(xué)生的聽(tīng)力意識(shí)和策略，提高學(xué)生的聽(tīng)力理解水平。關(guān)鍵詞：元認(rèn)知理論；聽(tīng)力意識(shí)；聽(tīng)力策略

中圖分類號(hào)：H36 文獻(xiàn)標(biāo)志碼：A

文章編號(hào)：2095-5383（2018）02-0081-03

Listening Awareness and Strategy Guidance for Japanese Primary

Learners based on Metacognitive Theory

QU Yansong，ZHANG Yan

（Department of Japanese，Dalian Neusoft University of Information， Dalian 116032， China）

Abstract：

In order to instruct students listening activities in the listening class， the teacher should fully understand students listening awareness and strategies at their primary listening stage in advance. In this paper， the listening metacognitive awareness of students was investigated by MALQ. The study shows that 7 of the 21 listening awareness and strategies were significantly correlated with listening level. Among them， “plan and evaluation” accounts for 1 item， 3 items are “subject knowledge”， 1 item concerns “psychological translation”， and the rest 2 ones are “solving problems”. Based on the above findings， this paper will explore how to develop students listening awareness and strategies in the primary listening stage so that teachers can help to improve students listening comprehension.

Keywords：

metacognitive theory； listening awareness； listening strategies.

聽(tīng)力和閱讀一樣，是語(yǔ)言的“輸入”型活動(dòng)。由于文字不會(huì)消失，因此學(xué)習(xí)者可以自己把握節(jié)奏進(jìn)行閱讀。但聽(tīng)力是以音聲為媒介進(jìn)行的一項(xiàng)外語(yǔ)理解能力，由于音聲轉(zhuǎn)瞬即逝的特點(diǎn)，所以聽(tīng)力與聽(tīng)者的主觀意識(shí)、文化背景知識(shí)、推測(cè)能力等密切相關(guān)。20世紀(jì)90年代以來(lái)，國(guó)內(nèi)外學(xué)者開(kāi)始積極探索聽(tīng)者在聽(tīng)力過(guò)程中的意識(shí)和策略加工，逐步發(fā)現(xiàn)元認(rèn)知在聽(tīng)力過(guò)程中的重要性。本文采用Vandergrift和Goh設(shè)計(jì)的聽(tīng)力元認(rèn)知意識(shí)問(wèn)卷（MALQ）[1]，調(diào)查了100名日語(yǔ)專業(yè)初級(jí)學(xué)習(xí)者的聽(tīng)力元認(rèn)知意識(shí)狀況，并分析聽(tīng)力元認(rèn)知意識(shí)與聽(tīng)力水平之間的關(guān)系。

1 調(diào)查方法

MALQ是Vandergrift和Goh以元認(rèn)知理論為指導(dǎo)，克服了許多以往聽(tīng)力元認(rèn)知意識(shí)問(wèn)卷存在的弊端，經(jīng)過(guò)嚴(yán)格的信度和效度檢驗(yàn)而設(shè)計(jì)的聽(tīng)力元認(rèn)知意識(shí)調(diào)查問(wèn)卷。問(wèn)卷共包括5個(gè)因子21個(gè)題項(xiàng)。5個(gè)因子分別為：1）解決問(wèn)題，代表一組聽(tīng)者對(duì)聽(tīng)不明白的部分進(jìn)行推理和調(diào)整這些推理使用的策略；……