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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31361

    Title: 後設認知策略運用於英語聽力教學之行動研究
    Other Titles: An action research of metacognitive strategy instruction in english listening comprehension
    Authors: 李尉菱;Li, Wei-lin
    Contributors: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-ping
    Keywords: 後設認知;後設認知策略;英語聽力;行動研究;Metacognition;Metacognitive strategy;English listening;Action Research
    Date: 2009
    Issue Date: 2010-01-11 00:34:39 (UTC+8)
    Abstract: 聽力在語言學習中是很重要的,然而,在台灣,英語聽力教學就等於聽力測驗,而且大部分英文老師很少教導學生聽力策略。研究者企圖在英語聽力教學中加入培養學生後設認知策略的運用,期望幫助學生變成更自主的學習者。
    Listening is very important in language learning. However, in Taiwan, listening instruction mostly equals listening testing and most English teachers seldom teach them listening comprehension strategies. This study is designed to apply metacognitive strategies in English listening course and expects to help students to become more autonomous learners.
    The present study aims to investigate the effect of applying Metacognitive strategies on English listening course in junior high school, to analyze students’ learning process and their reflection after the course. The subjects are 34 junior high school students. They are asked to receive 20-week listening course, in which students practice three selected Metacognitive strategies (plan, monitor and evaluation).
    Based on the data analyses, the findings of the study are summarized as follows:
    1.After the Metacognitive listening strategies course, there is difference in students’ listening comprehension test. According to the increased mean score of the posttest of listening comprehension test, it proved the course can facilitate students’ English listening comprehension.
    2.The students’ Metacognitive awareness develops positively through the course. The students become more aware of how to use Metacognitive strategies while practicing English listening and make their listening comprehension better.
    3.Most of the students had positive responses to the course. The students express they will apply Metacognitive strategies in practice English listening in the future.
    After all, according to the result of this present study, students can promote their English listening comprehension and develop their Metacognitive awareness through the Metacoginitive listening strategy course. Besides, students can have chances to practice English listening independently.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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