高中学生听力元认知意识和听力水平的相关性研究-学科教学(英语)专业论文.docxVIP

PAGE PAGE VI Acknowledgments This dissertation was a long and challenging journey for me, and many people contributed to it. I would like to express my deepest gratitude to my adviser, Professor Rao zhenhui. I have been fortunate to have an adviser who taught me how to explore on my own and gave me great advice whenever I needed. His patience and support helped me overcome many difficult situations and kept me focused on my study. I learned from him how to apply knowledge to practice, and how to think as a language tester. I am forever indebted to him for his continuous encouragement and guidance. Second, I would like to express my sincere gratitude to Prof.Yan and Prof.Lin in the Foreign Languages College, who led me into the challenging and colorful academic field and provided me with foundations, both academically and mentally, upon which I can grow. Most importantly, none of this would have been possible without the support of my family. They always prayed for me and showed endless support. Without their belief in me, I would never have been able to start or finish this long journey. Many thanks to the 151 volunteers and 6 interviewees who participated in the study I would like to express my great thanks to my awesome guider: Ms Zhou xiaohong and other teachers in Nanchang University Attached Middle school. Your support and feedback were crucial to my study. V VII Abstract It’s well known that listening is an essential part in English learning and real life events. Thus it’s significant to enhance learner’s listening proficiency. The past decades have witnessed an increasing attention to listening comprehension in the second language acquisition. Recent researches suggest that meta-cognitive awareness can help deploy effective strategies in listening (Vandergrift, 2006; Goh 2002, etc). Meta-cognitive awareness is the degree to which language learners are aware of their strategies, adjust and control the process of L2 listening comprehension. Many researchers