初、中级泰国留学生听力水平与元认知策略的关系的探讨A study on the relationship between the listening level of the students in the initial and the intermediate level and the metacognitive strategies of the students in Thailand 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 本文经由过程小我访谈、查询拜访问卷相联合的措施对东北年夜学文学院在读的120名泰国留先生停止查询拜访,对泰国留先生汉语程度分级别停止听力程度与元认知战略的关系的研究,所得数据运用SPSS17.0统计软件停止剖析。研究成果注解,低级汉语程度的泰国留先生和中级程度的泰国留先生在停止汉语听力进修时都有在无意识或有意识的运用元认知战略,运用水平还较高。低级、中级汉语程度的泰国留先生的汉语听力程度与元认知战略的运用有相干关系,然则低级的泰国留先生成弱级正相干,而中级的泰国留先生成中级其余正相干,这个成果证实我们不管甚么汉语程度的泰国留先生在汉语听力进修中程度的进步都与元认知战略的运用成反比关系,也就是说要想听力成就好就必需要增强元认知战略的运用度,元认知战略应该在低级汉语程度阶段就要被引入听力教室,作为泰国留先生进修汉语听力的必备进修战略停止教授教养,且在听力教室上和课外听力练习中要让先生重视听力的元认知战略练习,终究让我们内在强加练习的元认知战略成为泰国粹生自立自发运用的进修战略运用。查询拜访发明在元认知战略的运用中,赔偿战略>评价战略>预备战略>监控测略,这能够跟泰国留先生的性情特征相干,他们性情很内向生动,与人交换多,胆小不害臊,这些让他们在进修汉语的进程中可以或许调剂好本身的心态,确定自我,实时赏罚本身,但同时也有贪玩、留意力不集中、不做预备等成绩,招致他们预备战略和监控战略运用度较低,处理这些成绩的办法有：1、泰国留先生本身在听前、听中、听后要做好预备和及时监控,要认清听力教室上的进修是远远不敷的,要化“主动”为“自动”。2、汉语教员要将元认知战略这个有用的听力进修战略教授给泰国留先生,演示预备战略、监控战略、评价战略、赔偿战略的运用,处理在练习中先生涌现的困难,做好脚色定位,营建风趣、有用的听力教室。3、在听力教材上,愿望可以或许加年夜国别性汉语听力教材的编写,构成富有特点的泰语正文型汉语听力教材和泰语正文型汉语听力指点书。 Abstract: In this paper, the study of the relationship between the level of in Thailand, and the relationship between metacognitive strategies and the level of SPSS17.0 in Thailand. The results of the study, the level of the low level of Chinese students in Thailand, and the intermediate degree of Thailand in the course of the study of Chinese listening to stop the use of metacognitive strategies, the application level is still relatively high. Low level, the level of Chinese students in Thailand, and the level of the application of the low level of knowledge and the level of the Chinese language, this result confirmed that we have to enhance the level of Chinese language learning strategies for Thailand students, as the essential part of the learning strategy, as a basic - level strategy should be introduced into the listening room, as a basic - level strategy for students in learning strategies: to be cited as a learning strategy for students in Thailand. Practice, after all, let us impose the practice of the meta cognitive strategy to become Thailand Independent spontaneous application of country students learning strategy application. The survey found in the application of metacognitive strategy, compensation strategy evaluation strategy for strategy > > > control strategy, with the characteristics of Thailand's disposition to the coherence, their temperament is very introverted and vivid, and exchange, not timid shy, these so that they could adjust itself mentality in learning Chinese in the process of self determination, real-time punishment itself, but also have fun, attention is not centered, do not prepare grades cause they prepare strategy and control strategy application is low, these performance measures are: 1, Thailand students in pre listen, listen to the ready and timely monitoring, to understand the listening classroom learning is not enough, to be "active" to "automatic". 2, Chinese teachers to metacognitive strategy this useful listening learning strategies to keep Mr. professor in Thailand, a demonstration of the application of preparation strategy, monitoring strategy, evaluation strategy, compensation strategy, in practice Mr emerging difficulties, do the role positioning for classroom construction, listening, funny. 3, in listening teaching, writing desire may increase national Chinese listening textbooks, a characteristic of Chinese listening textbooks and Thai Thai text type text type Chinese listening instruction book. 目录: |
