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本研究是针对短期浸入式学习中的听力问题和听力策略变化的个案研究。本研究的理论依据是Anderson(1990)的三个阶段的语言理解理论和第二语言研究对认知、元认知和社会/情感策略的划分。使用口头报告方法,我们发现受试在前期和后期学习中都存在感知、解析和应用阶段的听力问题。在学习后期,受试在感知和解析阶段的听力问题减少。关于策略使用,我们发现受试在学习前期和后期都较常使用翻译策略。学习前期,受试还常使用视觉策略和问询策略;学习后期,受试较多使用联想发挥策略和监控策略。
This study is a case-study study on changes in listening problems and listening strategies in short-term immersion learning. The theoretical basis of this study is the three stages of Anderson (1990) theory of language comprehension and the division of cognition, metacognition and social / affective strategies in second language studies. Using the verbal reporting method, we found that subjects had hearing, sensing, and listening problems in both pre- and post-study. During the later stages of learning, participants’ hearing problems decreased during the cognitive and analytical stages. Regarding the use of strategies, we found that subjects used translation strategies more often in the early and late stages of learning. In the early stage of study, the subjects also often used visual strategies and inquiry strategies. In the late stages of study, the subjects used Lenovo to exert more strategies and monitoring strategies.