大学英语学习者元认知意识与听力成绩的相关性研究

A correlation study between Chinese university English learners' metacognitive awareness and their listening comprehension

本研究借助由Vandergrift et al.（2006）开发的听力元认知意识调查问卷（MALQ）分析在三种不同听力条件下中国大学英语学习者元认知意识与听力理解的相关性。结果表明，在受试者只听一遍听力文本的条件下，元认知中的问题解决策略对帮助听力理解有显著效果。这对教学的启示是教师要为学生营造真实的听力情景，让学生自发地协调组织各种思维活动来解决问题、进行推理，进而帮助听力理解。

The present study intends to investigate the correlations between Chinese university English learners' metacognitive awareness and their listening comprehension under three different conditions by using a questionnaire (MALQ) developed by Vandergrift et al. (2006) to assess EFL listeners' metacognitive awareness while listening. The results indicate that problem-solving strategies in MALQ produced a significant effect on facilitating listening comprehension when participants listened to the text just once. This implies pedagogically that learners should be engaged in an authentic-type listening which will enable them to orchestrate different mental processes automatically during problem-solving so as to aid inference and hence comprehension.