Keywords: metacognitive network multimedia college English listening and speaking course
China Library Classification Number: G642 Document Identification Number: A
Research on Multimedia College English Listening and Speaking Teaching
In metacognitive strategy theory,
, Luo, Teng Yuanjiang
(School of Foreign Languages, Xiangtan Institute of Technology, Hunan, 41104)
Multimedia teaching brings new opportunities and challenges to college English listening and speaking. Previous studies show that as long as multimedia is used in college English listening, it can stimulate the initiative of learning and improve teaching efficiency. This study integrates metacognitive strategy training into multimedia college English listening and speaking teaching. The results show that the key factor to ensure the teaching effect of this new teaching model is learners' metacognitive level. It further demonstrates the importance of metacognition in the teaching of college English listening and speaking ability.
Keywords network multimedia; College English listening and speaking; Meta-cognitive
Introduction to 0
2 1 century, the reform of college English teaching has intensified, and the teaching emphasis has shifted from the past emphasis on reading and writing to the cultivation of listening and speaking ability. The listening part of Band 4 has also increased from 20% in the past to 35%. At the same time, with the development of electronic information technology, network or multimedia is widely used in college English listening and speaking teaching. The author believes that the key factor to ensure the teaching effect of this new teaching mode is the level of metacognitive ability of learners. Metacognition is cognitive cognition, that is, learners gradually realize autonomous learning by making learning plans and monitoring their own learning composition.
Metacognition theory is one of the important contents of second language acquisition. At present, there are many works about the application of information technology in foreign language teaching practice at home and abroad, but there are few studies on the combination of information technology and college English listening and speaking under the network multimedia environment, and the research time is short. The earliest research in China is "English Multimedia Teaching Mode and the Cultivation of Students' Metacognitive Ability" published by Professor Ping Li in Foreign Language and Foreign Language Teaching in 2005, which affirms the important role of metacognitive knowledge in foreign language learning, but it has not been studied in depth. Guided by Flavell's metacognition theory, this study attempts to understand the influence of students' metacognition level on the teaching mode of multimedia college English listening and speaking course through interviews and questionnaires, so as to better improve the quality of college English teaching.
1 metacognitive theory
Metacognition is a concept put forward by Flavel in 1970s. China's translation methods include self-criticism, self-reflection, super-cognition and post-cognition. According to fravel, metacognition is an individual's understanding of his own cognitive processes and his ability to regulate them. Metacognitive strategy is a typical learning strategy, which refers to students' effective monitoring and control of their whole learning process.
Many research results show that the effective use of metacognitive strategies can make students have a sense of certainty about the learning process, enhance their self-confidence, maintain or improve their interest in learning, improve their learning attitude, help students overcome or reduce their anxiety about listening comprehension activities, and thus achieve the purpose of obviously improving their listening comprehension. As far as the effects of different learning strategies are concerned, the research results show that metacognitive strategies have the most significant effect on improving students' listening comprehension. However, the research on the combination of metacognitive strategies and a certain skill mainly focuses on reading and vocabulary, but little on listening. However, the research on the role of metacognitive strategies in foreign language listening comprehension originated from o'malley & Chamot and others pointed out that metacognitive strategies play a potentially important role in improving listening comprehension, which can help students to adjust themselves effectively in listening learning. Because metacognitive strategy is the behavior of learners to adjust their learning process, it is an advanced executive skill and can plan, standardize, monitor and guide the learning process. ②
2 Research process and results
The questions of this study are as follows: (1) To understand the metacognition of college English listening and speaking learners under the network multimedia environment through a questionnaire survey. (2) Compared with traditional listening teaching methods, whether college English listening and speaking in multimedia environment can improve students' metacognitive ability.
Eighty freshmen from two parallel classes in Hunan Institute of Science and Technology participated in the experiment. They are industrial design and art design, with an average age of 19 years old. In order to ensure the reliability and validity of the experiment, two classes filled out a metacognitive strategy questionnaire before the experiment. There is no significant difference between the two pre-class tests. A class majoring in industrial design was randomly selected as the experimental class, and the metacognitive strategy training of college English listening was conducted for 14 weeks through the multimedia network. As a control class, art design major only focuses on multimedia network listening teaching.
Before and after the experiment, students' strategy use and English level were collected through metacognitive strategy questionnaire and listening test paper. Among them, the questionnaire is adapted from the 5-point version designed by Cohen, a famous American foreign language strategy research expert, which is authoritative, and the listening test paper is 20 10, which ensures the scientificity and effectiveness of the test paper. Data processing and analysis are completed by SPSS 1 1.0.
Table 1 Metacognitive Strategy Data of Experimental Class before Training
Table 2 Meta-cognitive strategy data of experimental classes after training
The results of SPSS 1 1.0 independent sample t-test show that the average metacognitive strategy of the experimental class is lower than 3 before training. According to the relevant theories of linguistics, we can draw the conclusion that the average level of metacognitive strategies used by the students in this class is low before the experiment. However, after training, the average values of all the indicators of their metacognitive strategies are greater than 3, for example, the planned strategy is 3.3 1 1, which proves that the metacognitive strategy training experiment based on multimedia college English listening class can improve their strategy use level and strategy awareness. Similarly, the listening performance of the experimental class is higher than that of the control class.
3 Conclusion
Network multimedia college English listening and speaking course makes students change listening teaching from simple listening skills training to providing students with good listening materials, which creates an intuitive and real listening language environment for students and provides more space for students to learn independently. But at the same time, students are required to have strong self-study ability. Therefore, with the intervention of network multimedia, students may not learn better than in the traditional teaching mode, and it is an important task for teachers to cultivate students' metacognitive ability purposefully. Therefore, to ensure the teaching effect of this new teaching mode, the key factor is the level of metacognitive ability of learners. Practice has proved that the training of metacognitive strategies for college English listening based on multimedia network is effective.
Fund Project: In 2009, Hunan Provincial Department of Education funded the educational reform project "Research on Three-dimensional Teaching of College English Based on Multimedia Network" (Xiangjiao [2009] No.321).
refer to
[1]Chamot, A.U. and Kiipper, L. Learning strategies in foreign language teaching. [J] Foreign Language Yearbook,1989.22 (1):13-14.
[2] Ministry of Education. College English Curriculum Requirements (for Trial Implementation) [M]. Beijing: Foreign Language Teaching and Research Press, 2004.
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