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期刊类别:纯教育、G4
国际标准刊号 ISSN 2095-3089
国内统一刊号 CN15-1362/G4
邮发代号:16-129
出版日期:每月25日

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作者:吴恩梅
  【Abstract】With the deeper research of learning strategies, the role of meta-cognition in language learning has become increasingly prominent. Meta-cognitive strategies can give many useful enlightenment in listening teaching.esp,pre-listening prediction.
  【Keywords】meta-cognitive strategy; pre-listening; application
  【中圖分类号】G64 【文献标识码】A 【文章编号】2095-3089(2017)51-0148-01
  1.What is Meta-cognitive strategies
  According to Flavell, (1976)theory, meta-cognitive strategies can be divided into planning strategy, monitoring strategy and evaluation strategy. Planning strategy can make the solution of the problem step by step. Monitoring strategy refers to the method of supervision to solve problems .Regulation strategy is a method of evaluation and adjustment, it decides whether one should adjust the current cognitive strategy on the evaluation of cognitive results . In a word,meta-cognitive strategy is related to the management and evaluation of the strategy Here planning strategy will be focused to help learners predict properly before listening.
  2.Application of met-cognitive strategy to pre-listening prediction
  Pre-listening strategy is the planning strategy of meta-cognitive strategies. Before listening teachers should guide students to scan the given choices,find out the corresponding words, predict the answers boldly.
  2.1 Setting goals and plans
  Before listening teachers need to help students establish learning goals and plans. The goals can be divided into short-term goals and long-term goals. It can be daily goals, weekly goals, monthly goals or yearly goals. According to the students’ different cognitive level , teachers should help them set their own learning plans. Once students complete the established goals, they will have a sense of achievement. There is great advantage for their next learning stage.
  2.2 Scanning and linking with already known material
  This strategy involves reviewing materials(including new voc-abulary) for an upcoming language activity, and linking these with what the learners have already known. Exactly how this strategy is used depends in part on the level of the learners. Regardless of the students’ level, let them express their own linkages between new material and what they already know, rather than pointing out all the associations. In any case, vocabulary building can be an important part of the over-viewing strategy. Students can help each other create and expend lists of relevant vocabulary for an upcoming language task, putting those expressions into context and considering similarity in the native language.

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国际标准刊号:ISSN2095-3089,国内统一刊号CN15-1362/G4