中文摘要 元认知策略指的是有意识地使用元认知的知识对学习任务进行合理的计划、监控、和评价。 随着对学习策略研究的深入,元认知在语言学习中占有越来越重要的地位,元认知策略的运用潜力也逐渐被人们重视。元认知策略是在所有的学习策略中处于较高层次的策略。英语学习者如果具有良好的元认知的相关知识,就能自主地根据学习目标来制定学习计划,在学习中对策略的使用进行监控和评价,在必要时还可以对计划进行相关的修订。元认知策略的内容也与自主学习有比较密切的关系。因此,元认知策略对外语学习来说显得极其重要。 随着现代科学技术的发展,许多高校的外语学习环境也有了较大的改变和发展,武汉职业技术学院是职业院校中较早在湖北地区乃至全国范围内建立基于校园网的语言自主学习学习中心。这个中心的建立为提高高职学生的英语听力水平和自主学习能力提供了的良好的外部环境。教师在中心的角色也由授课者转变为授课与引导监督相结合。 在英语学习的过程中,听是一项十分重要的技能,它被看做是语言输入的重要渠道,又是进行语言交流的先决条件。然而,在高职高专院校,学生听的能力较为薄弱。听力水平和成绩的提高,不仅依赖于语言知识的积累,也会受到学习环境和学习策略的影响。因此在保证了网络自主学习环境的条件下,教师在听力教学中对学生进行元认知策略指导和培训是非常必要的。 本文主要研究元认知策略在高职网络自主学习环境下英语听力中的运用。作者综述了国内外有关听力理解,学习策略以及元认知策略的相关研究,分析了日前高职高专学生的英语听力学习及教学现状,对高职高专学生在教师培训后对元认知策略在网络自主学习环境下英语听力中的使用及其影响进行分析。作者从元认知策略使用的角度关注以下几个方面：学生在教师培训后在听力过程中使用元认知策略与英语听力成绩变化的关系；高分及低分学生对元认知策略使用的不同及对其成绩的不同影响。本文作者将武汉职业技术学院商学院电子商务专业的两个班85名大一新生((2010级)作为研究对象,将这两个班分为实验组(电子商务10302包括43名学生)和控制组(电子商务10301包括42名学生)。其中,控制组每周在武职语言自主学习中心接受一个课时的常规教师指导上机听力练习的授课,其它业余无课时间控制组学生在武职语言自主学习中心自由上机进行听力训练并完成相关作业及练习。不同于控制组,实验组每周在武职语言自主学习中心接受一个课时的教师对其在上机听力练习过程中使用元认知策略的培训,实验培训持续12周。在培训之前,所有85名学生在武职语言自主学习中心进行一次上机前测,以检测两组学生在教师培训之前在网络自主学习环境下英语听力的水平是否有差异,为后续的实验组培训及结果的准确公平对比打下基础。培训实验结束之后,两组学生仍在武职语言自主学习中心进行上机后测,对比实验组学生前后测成绩以及两组后测成绩,以检测实验组学生中在教师培训实验后在网络自主学习环境下英语听力的水平是否有进步。同时对实验组取得相对高分的11名同学和相对低分10名同学分别进行前后测对比,挑选其中各6名同学进行访谈,以检测高分和低分的学生在语言自主学习中心进行听力练习过程中具体使用元认知策略的情况。本研究使用统计软件SPSS17.0中的独立样本T检验,配对样本T检验以及非参数相关样本Wilcoxon检验来分析所得原始数据。经过定量定性分析表明,在进行12周的培训之后,网络自主学习的环境下,实验组学生的听力成绩有了明显的提高,而控制组听力成绩则没有明显的变化。实验组高分学生在培训后听力成绩上的进步也高于低分学生。同时,在培训之后,实验组高分学生在网络自主学习环境下的听力学习中使用元认知策略的频率高于实验组低分的学生 本文存在着许多不足之处。例如调查对象比较单一,存在局限性；数据采集和分析比较片面,有待加强客观性等等。本文希望能对高职高专院校的学生在网络语言自主环境下的英语听力学习和教师的指导教学有一定的启示作用。  
英文摘要 Metacognitve strategies refer to consciously planning, monitoring and evaluating study tasks on the basis of metacognition theory. With the development of research on learning strategies, metacognition plays a more and more important role in language learning, and people pay more attention to the application of metacognitive strategies. Metacognitive strategies are regarded as advanced strategies in all the learning strategies. If learners have proper knowledge of metacogntion, they can independently plan according to study objectives, monitor and evaluate the use of strategies in the learning process, modify the plan if necessary. There are close connections between the content of metacognitve strategies and self-access learning. Metacognitive strategies are very important for improving the English learning. With the development of modern science and technology, the foreign language learning environment has changed greatly in many colleges. As one of vocational colleges, Wuhan Polytechnic College established web-based self-access learning center earlier than other colleges in Hubei province even in China. The center provides the good external atmosphere for the students to improve their levels of English listening and self-access learning ability. The English teachers change their roles from the role of teacher to the role of teacher, guider and supervisor. Listening is a important skill in English learning process. It is not only the channel of language input, but also the vital condition for communication. But students in vocational colleges are lack of listening skills. Improvement of listening levels and scores not only relies on language knowledge and also is effected by learning environment and learning strategies. As a result, it is necessary that teachers should train and guide student with metacognitve strategies in the listening instruction in the web-based self-access learning environment. This study focuses on the application of metacognitive strategies in English listening in the web-based self-access learning environment (WSLE). The author gives literature review on related research of listening comprehension, learning strategies and metacognitve strategies at home and abroad. Then she analyzes present states of English listening and teaching in vocational colleges, and does more analyses on the function and affects of students'uses of metacognitve strategies under teachers'guidance in the WSLE. The author focuses on the following aspects from the use of metacognitve strategies:the relationship between the use of metacognitve strategies under the teacher's training and the change of student's scores in English listening; differences in using metacognitve strategies between high achievers and low achievers, and their scores changes by choosing different strategies. The subjects of the study are 85 freshmen from two classes from the Business School of Wuhan Polytechnic College. They are the class of E-commerce 10301 and the class of E-commerce 10302. Class 10302 (43 students) is the control group, while Class 10301 (42 students) is the experimental group. The WSLE refers to the self-access learning center in Wuhan Polytechnic College. The experimental group and the control group take the pretest on computers in the learning software system at the same time in the WSLE. The author determines the high achievers and low achievers of the experimental group according to the scores in the pretest. The control group conducts only the routine self-access learning and instruction (1 period/45 minutes)each week in the WSLE. Besides the routine self-access learning and instruction, the experimental group receives metacognitive strategies training under the teacher's guidance each week for 45 minutes (1 period) in the WSLE. The training lasts for 12 weeks. After the training, the experimental group and the control group take the posttest on computers in the learning software system at the same time in the WSLE. The contents of both the pretest and the posttest are selected from the question bank in the learning software system in the self-access learning center. The two tests are of certain reliability and validity. The author also conducts the interview with 12 students (6 high achievers and 6 low achievers) after the posttest. After collecting the data, the author makes analyses with the help of SPSS 17.0. After about 12 weeks'training, it is shown that the experiment group's English listening scores have improved conspicuously, but the control group's scores changes a little. In the experiment group, high achievers' scores improve more than low achievers'scores and high achievers use metacognitve strategies more frequently than low achievers. There are some shortcomings in this study. For instance, the subject is focused on one major from one vocational college; data collection and analyses are not subjective enough. The author hopes that the study may serve as a reference for students'English listening learning and the teachers'guidance in the WSLE in vocational college.   
 元认知策略使用能力是决定英语学习成功与否的关键,也是自主学习能力的重要标志.但研究表明,目前大学生元认知策略使用率不高,元认知知识匮乏、意识淡薄,而且教师也缺乏必要的指导和培训.要提高学生的元认知策略使用能力...

关键词：元认知策略   能力   培养   大学生

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