问卷调查报告

课程课程 教育调查与统计教育调查与统计 An Investigation of CCNU Students Metacognitive Awareness Strategies in Listening Comprehension Academic number 2010211849 Name 杨洋杨洋 Date 2013 7 03 评阅人分数 徐 泉 An Investigation of CCNU Students Metacognitive Awareness Strategies in Listening Comprehension 1 Introduction There is no doubt that awareness and application of strategies in learning can have positive influences on language learners listening development Actually many students have no idea what strategy means specifically According to some research many students already have summed up their own techniques in listening comprehension And those students do work better than those that lack of sum up However their techniques don t work all the time which partly contributes to their difficulties in the listening comprehension If we can teach students some strategies in listening comprehension systematically it will help extend their thinking and improve their listening abilities and confidence in English studying For the teachers teaching strategies systematically in the class will help improve their class efficiency So it s necessary for us to carry on such investigation and give some inspiration to our future English teaching My study is to answer the following questions Which Metacognitive Awareness Listening Strategy is the most commonly used among college students Which Metacognitive Awareness Listening Strategy is the most commonly neglected by the college students What kind of Metacognitive Awareness Listening Strategy should be taught in the future English listening class The results of the study revealed that 1 In the category of Metacognitive strategies problem solving was the most frequently used strategy and planning and evaluation was the least frequently used one 2 Listeners Metacognitive Awareness should be cultivated and strategy instruction should be integrated into the teaching of listening 2 Literature Review According to Wenden 1998 34 metacognitive knowledge includes all facts Learners acquire about their own cognitive processes as they re applied and used to gain knowledge and acquire skills in varied situations In a sense metacognitive strategies are skills used for planning monitoring and evaluating the learning activity they re strategies about learning rather than learning strategies themselves Cook 1993 114 To figure out learners metacognitive knowledge about listening various procedures have been used most commonly diaries Goh 1997 interviews Goh 2002a and questionnaires Goh 2002b Vandergrift 2002 2005a Results of these studies have shown that language learners possess knowledge about the listening process Goh 2000 administered a questionnaire to elicit learners strategy knowledge and perceived strategy use in listening comprehension and learning She found that the more skilled listeners demonstrated a higher degree of awareness of their listening problems She also lists some of the positive effects of metacognitive strategy training on listening comprehension She states that it improves students confidence and makes them less anxious in the listening process She also believes that weak listeners in particular benefit much from the training Goh 2008 According to Vandergrift et al 2006 there are five factors underlying the metacognitive awareness strategies while listening The first factor problem solving represents a group of strategies used by listeners to inference guess at what they don t understand and to monitor these inferences The second factor planning and evaluation represents the strategies listeners use to prepare them for listening and to evaluate the results of their listening efforts The third factor mental translation represents strategies that listeners must learn to avoid if they re to become skilled listeners The fourth factor person knowledge represents listeners perceptions concerning the difficulty presented by L2 listening and their self efficacy in L2 listening Finally the fifth factor directed attention represents strategies that listeners use to concentrate and to stay on task Yang 2009 presented a study on the metacognitive strategies employed by English listeners in an EFL setting The results of the study revealed that the participants used directed attention most frequently and they used monitoring least frequently It proposed that listeners metacognitive awareness should be cultivated and strategy instruction should be integrated into the teaching of listening The questionnaire used in this study is based on the Metacognitive Awareness Listening Questionnaire MALQ developed by Vandergrift et al 2006 3 Methodology 3 1 Research objective and questions This study is to investigate the use of metacognitive awareness listening strategies Research has repeatedly shown that the conscious use of such strategies contributes to the progress of language learning So it s necessary for us to apply them to real life English teaching These strategies don t completely detach themselves from students real life study Actually Chinese college students have learnt English for years Most of them have already summed up their own tips and applied these strategies to their study consciously or unconsciously So before us applying these strategies to class teaching we need to measure their knowledge of these strategies The finding necessitates prioritizing teaching sequences with the least frequent strategies receiving as much emphasis as the most frequent ones Above all my study is to answer the following questions Which Metacognitive Awareness Listening Strategy is the most commonly used among college students Which Metacognitive Awareness Listening Strategy is the most commonly neglected by the college students What kind of Metacognitive Awareness Listening Strategy should be highlighted in the future English listening class 3 2 Subjects All the 90 subjects come from three largest departments in CCNU Foreign Language Department Political Department and Liberal Arts Department The number of subjects in these three departments is even And all of them have the experience in studying English listening comprehension In this semester most of the students in CCNU had to prepare for different kinds of English tests Those memories are still fresh for them which will provide us adequate first hand materials for our study Both male and female students will be included The proportion of male and female students is one to two 3 3 Research tools 1 Quantitative Analysis Method The questions in the questionnaire are all statements because closed questions have their own incomparable advantages They are not only easy for subjects to answer but also easy for us to process the data and to examine the validity and reliability of the answers Likert Scale 5 scales is applied in this questionnaire Subjects make choice by their level of agreement to the idea expressed by the statement Finally we can input the data into SPSS for us to analyze 2 MALQ The MALQ was tested several times with a large sample of respondents in various countries in different learning contexts and at different levels of language proficiency Its data and literature on this topic are quite abundant for us to learn from which can not only speed up the efficiency of our research but also improve the accuracy of our study Here is the MALQ developed by Vandergrift et al 2006 Type scaleStrategy or belief perception 5 I use the words I understand to guess the meaning of the words I don t understand 7 As I listen I compare what I understand with what I know about the topic 9 I use my experience and knowledge to help me understand 13 As I listen I quickly adjust my interpretation if I realize that it is not correct 17 I use the general idea of the text to help me guess the meaning of the words that I don t understand Problem solving 19 When I guess the meaning of a word I think back to everything else that I have heard to see if my guess makes sense 1 Before I start to listen I have a plan in my head for how I am going to listen 10 Before listening I think of similar texts that I may have listened to 14 After listening I think back to how I listened and about what I might do differently next time 20 As I listen I periodically ask myself if I am satisfied with my level of comprehension Planning evaluation 21 I have a goal in mind as I listen 4 I translate in my head as I listen 11 I translate key words as I listen Mental translation 18 I translate word by word as I listen 3 I find that listening is more difficult than reading speaking or writing in English 8 I feel that listening comprehension in English is a challenge for me Person knowledge 15 I don t feel nervous when I listen to English 2 I focus harder on the text when I have trouble understanding 6 When my mind wanders I recover my concentration right away 12 I try to get back on track when I lose concentration Directed attention 16 When I have difficulty understanding what I hear I give up and stop listening 3 4 Research procedure 1 Choosing research topic This topic possesses theoretical and practical significance Almost every Chinese college student has to take part in different kind of English level examination And one of their difficulties in passing the exam is listening comprehension The topic is quite relevant to students study lives so the subjects will be enthusiastic to participant Many researches have shown that teaching metacognitive strategies in class contributes to not only the progress of language learning but also the progress of language teaching Moreover access to the previous research data and literature on this topic is quite easy and diversifying which will definitely improve the accuracy and efficiency of my study So it s feasible in application 2 Questionnaire design According to Wenden there are four stages for metacognitive strategies Firstly is planning stage also known as pre planning In this stage learners identify their objectives and determine how they ll achieve them Secondly is planning in action Here learners may change their objectives and reconsider the ways in which they ll go about achieving them Thirdly is the monitoring stage Language learners act as participant observers or overseers of their language learning at this stage Finally when learners evaluate their outcome of their attempt to use a certain strategy three steps are involved 1 learners examine the outcome of their attempts to learn 2 they access criteria they will use to judge it and 3 they apply it Wenden 1998 27 Here is my questionnaire which is an adaptation of the MALQ StageType scaleStrategy or belief perception Person knowledge 我知道听力材料的类型 对话 新 闻 讲座 其它 我清楚知道自己的听力任务 我对即将听到的听力材料有自己的 听力目标和计划 Planning evaluation 我注意根据题目及选项对将要听的 内容进行预测 我会将听力文章所涉及的话题与自 己的经验相联系 Problem solving 我会突出关键信息 pre planning 听前活动 Directed attention 我会通过自我鼓励等方式舒缓紧张 情绪 听力过程中发现自己注意力不集中 时会重新集中注意力 尝试唤起自己对所听话题的兴趣 听力过程中努力集中注意力 排除 杂念 在整个听力过程中对自己进行情绪 控制 Directed attention 我不受听不懂的内容影响 坚持注 意听 Mental translation 有意识地对所听的内容进行重复 Person knowledge 将听力内容与自己的知识背景联系 起来 听力过程中 我会尽可能争取听懂 材料并完成有关任务 我注意考虑从内容和意义两方面理 解材料 我会尽量听清每一个单词 我会不断验证自己的推测 Planning evaluation 我明确知道自己有那些单词和文章 的观点没有理解 听力过程中 我留言自己的答题情 况 planning in action monitoring stage 听力过程 Problem solving 根据所听到的细节推测听力材料大 意 我会根据上下文猜测单词或短语的 意思 我会对表达转折 因果 对比等单 词敏感 我会边听边做笔记 记录我认为重 要的信息 我会有选择地听与听力任务相关的 信息 如果碰到生词或不懂的句子 我会 忽略继续往下听 我会利用语调和停顿来帮助理解听 力内容 我会有计划的复习所听的材料 我会检查自己听力理解的正确率 Planning evaluation 我会分析自己的听力弱项 如听后有疑问 我会马上询问老师 及同学 我会根据自己遇到的难点和问题 进行针对性练习 我会复读听力材料 我会有意识地选择适合自己的听力 材料来练习 Evaluation 听后反思 Problem solving 我会对听音过程中所学的知识进行 归类整理 3 Execution of pretest and questionnaire survey 10 students will be chosen 5 come from English major students to take part in the pretest I ll record while pretesting and discuss with them after pretesting According to their feedback I ll modify my questionnaire Questionnaires are introduced and distributed among the participants They are fully briefed on how to fill out the questionnaire Participants are given enough time to complete the questionnaires After all questionnaires are collected some of them may be discarded since they are not completed satisfactorily 4 Data analysis The questionnaire is codified and entered into SPSS program In SPSS we can figure out the ranking of those strategies by calculating the mean of each type of strategy Through the ranking we can conclude which strategy is the most commonly used or neglected among students We can also calculate the mean of each item in the questionnaire and analysis it through the rank Through the rank above we can rearrange the teachin