Investigating the Relationship Between English Majors’ Listening Meta-cognitive Awareness and Their Listening Proficiency 英语专业学生听力元认知意识与听力水平的关系研究开题报告

1. 研究目的与意义（文献综述包含参考文献）

investigating the relationship between english majors metacognition and their listening proficiency英语专业学生元认知意识与听力水平的关系研究investigating the relationship between english majors metacognition and their listening proficiency英语专业学生元认知意识与听力水平的关系研究1. introduction1.1 research backgroundwith the development of society,english plays a crucial role in communication. people have high expectations for college students' english ability,especially listening and speaking ability.listening is the core skill of second language learning. moreover,with the deepening of research,a large number of researchers have found that meta-cognition plays an important role in listening(yu goh etc, 2002).on the one hand,through relevant empirical studies,vanderift(2002, 2003, 2005) had explored the influence of improving metacognitive awareness on learners' listening ability and motivation.goh（2000）had found that high-level listeners showed greater awareness of problems encountered during listening.on the other hand, the research on metacognitive awareness started late in china,and the research on the relationship between listening level and metacognitive awareness still has defects.1.2need for the studythe research of this paper has practical and academic significance. on the one hand, if the enhancement of metacognitive awareness has a positive effect on the improvement of listening ability, it will help to support the teaching of second language listening.the research can provide additional support for the introduction of metacognitive awareness teaching in second language listening classes and has practical significance for second language teaching.therefore, it is necessary to prove the relationship between the use of metacognitive awareness and listening level. on the other hand,studying the relationship between metacognitive awareness and listening level is conducive to cultivating and enhancing metacognitive awareness, so as to improve students' listening level.last but not least, recognize the relationship between metacognitive awareness and listening level, the two supplement each other to improve students' overall english ability. it has both practical and academic significance. in general, through the exploration of the relationship between listening metacognitive awareness and listening level, the cultivation of students' listening metacognitive awareness will further improve students' listening level.1.2 research purposethis study aims to explore the relationship between metacognitive awareness and listening level of english majors. moreover, this study aims to better understand the relationship between second language listening level and metacognitive awareness,which is of great significance for improving second language classroom teaching. in other words, if enhancing metacognitive awareness can have a positive impact on listening ability, then strengthening the cultivation of students' metacognitive awareness in second language listening class will be beneficial to the teaching process.2. literature reviewin view of previous studies,this paper is guided by the theory of flavell meta-cognition and vandergrift et al. (2006),based on malq, studied the relationship between chinese college students' listening metacognitive awareness and their listening level, and explored the relationship between the two.this paper analyzes the possible factors influencing the development of listening comprehension, and tries to provide useful inspiration for improving students' listening comprehension.2.1 theoretical researches2.1.1 definitions of metacognitionthe concept of metacognitive theory was first put forward by american cognitive psychologist flavell in the 1970s. he believed that metacognition refers to the cognition of cognitive subject on any cognitive process and result,and it is the monitoring and regulation of cognitive subject on its own cognitive process. metacognition includes metacognitive knowledge and metacognitive experience. metacognitive knowledge is an individual's understanding of the factors that affect the cognitive process and cognitive results,which consists of three parts: person knowledge, task knowledge and strategic knowledge. metacognitive experience refers to the perceptual or emotional experience accompanying or subordinate to cognitive activities. in short, metacognition is cognition about cognition(flavell,1979).2.1.2definition of listening metacognitive awarenessaccording to wenden's metacognitive theory of listening, many foreign scholars begin to pay attention to the psychology and consciousness in the process of listening. they found that listening metacognitive knowledge is the core of listening metacognitive activities, which helps listeners to effectively monitor and evaluate the whole process of listening comprehension. because of the emphasis on mental awareness in the listening process, they put forward the term listening metacognitive awareness(wenden, 1991).listening metacognitive awareness is listening metacognitive knowledge. they believe that listening metacognitive awareness refers to the listener's awareness of the process, outcome and related activities of listening. on this basis, some scholars began to carry out empirical research on second language listening metacognitive awareness. according to wenden's definition of listening metacognitive awareness, wang studies the relationship between students' metacognitive awareness and listening level and has an enlightening effect on english listening teaching(2014).2.2 emperical researches english listening metacognitive awareness is the listener, listening activities related to hearing process and hearing the results of consciousness(shilv, 2008), based on the metacognitive theory of flavell, vandergrift(2006) thought that english listening metacognitive awareness consciousness should include the following five aspects: consciousness of subject knowledge,planning,evaluation,concentrated attention,problem solving and translation.relevant studies have shown that metacognitive awareness of listening is very important,and its level has a great impact on the listening effect (goh, 2002).since successful listening comprehension is not only a process of cognitive activity but also a process of metacognitive activity.o 'malley chamot (1990) first connected metacognitive and listening teaching, which promoted the development of metacognitive strategy research. after that,goh (1997) used listening diaries to carry out the meta-cognitive analysis of listening. vandergrift (2003, 2005) in the listening metacognitive awareness of descriptive research and listening metacognitive strategy training research will be the basis of second language listening the combination of theory and practice, inquires into the learners listening metacognitive awareness and the relationship between listening comprehension ability and motivation, and in a large number of repeated testing, inspection and modification on the basis of design a set of listening metacognitive awareness questionnaire (metacognitive awareness listening questionnaire, hereinafter referred to as malq), it provides scientific quantitative basis for the research and evaluation of metacognitive awareness of listening.changli(2008)who adopted vandergrifts definition and classification of metacognitive awareness showed in their research that metacognitive awareness strategy has a significant effect on listening comprehension, so improving metacognitive strategy can improve learners' listening performance.2.3 problems of previous studiesproblemsin previous studies, many researchers chose subjects with certain limitations. in their research on consciousness, many of them focus on middle school students and college students, and most of them focus on non-english majors, undergraduates or graduate students, and few of them focus on english majors, and they only investigate the metacognitive awareness of first-year students who have just entered the school. this study aims to study the relationship between metacognitive awareness and listening level of senior english majors (after a long period of professional training) in order to provide some references for future english teaching.referencesanderson, a., lynch, t. (1988). listening. oxford: oxford university press.birjandi, p. (2012). the effect of metacognitive strategy instruction on the listening performance of efl students. international journal of linguisics, 4(2), 495-517.chamot, a. u. (1987). the power of learning strategies. ohio bilingual-multicultural update, (4), 6-11.flavell, j. h. (1979). metacognition and cognitive monitoring: a new area of cognitive- developmental inquiry. psychologist, 34, 906-911.goh, c. (1997). metacognitive awareness and second language listeners. elt journal, 51, 361-369.goh, c. (2002). learners'self- reports on comprehension and learning strategies for listening. asian joumal of english language teaching,.(12), 46-48.goh, c., yusnita, t. ( 2006). metacognitive instruction in listening for young learner. elt journal, 60(3), 222-232.o 'malley, m. j., chamot, a. u.( 1990). learningstrategiesin second language acquisition.cambridge university press.vandergrift, l. (1997). facilitating second language listening comprehension: acquiring successful strategies. elt journal, 53(3), 168-76.vandergrift, l.(2005). relationship among motivation orientations, metacognition awareness and l2 listening. applied linguistics,(26), 70-89.vandergrift, l., et al. (2006). the metacognitive awareness listening questionnaire (malo): development and validation. language learning,56, 431-462.vandergrif, l. (2007). recent development in second and foreign language listening comprehension research..language teaching, 40, 191-210.wenden, a. (1991).learner strategies for learner autonomy. pearson college div, new york.常乐、李琳琳（2008），大学英语学习者元认知意识与听力成绩的相关性研究，《中国外语教育》，1（4）: 45-54。

邓巧玲（2015），中国非英语专业大学生听力元认知意识、听力焦虑和听力水平的相关性研究，《外语教学》，36（5）: 59-62。

将武林（2012），英语专业学生元认知意识与听力水平的相关性研究，硕士学位论文。

2. 研究的基本内容、问题解决措施及方案

Research methodology2.1 Research Questions The present study investigates the the relationship between English majors metacognition and their listening proficiency. The specific research questions are as follow:1. What are the characteristics of metacognitive awareness of English majors?2. Is there any relationship between English majors metacognition and their listening proficiency?2.2. SubjectsThe subjects were mainly juniors majoring in English at Nanjing Tech University . 2.3 Instruments2.3.1 MALQThe well-developed MALQ by Vandergrift et al. (2006) covers metacognitive knowledge from five dimensions: personal knowledge, plan evaluation, guided attention, problem solving and psychological translation, among which plan evaluation and guided attention belong to task knowledge, while questionnaire solving and psychological translation belong to strategic knowledge, with a total of 21 items. It adopts Likert six-scale form, from "1= full agreement" to "6= complete disagreement". The lower the score, the higher the level of metacognitive awareness. In order to make the respondents fully understand the contents of the questionnaire, the researcher translated and retranslated the questionnaire options2.3.2 Listening test paperThe listening test paper uses the real English tem-4 questions. The listening content includes a dictation, dialogue and comprehension. Scoring criteria:1. Dictation is divided into 15 sections; 1 point per quarter.2. Deduction of maximum 1 point per section.3. Repeat the mistake only once.4. There are two kinds of mistakes: minor mistakes and major mistakes.A. minor mistakes: 1) misspelling a word by one or two letters. 2) punctuation errors. 3) article, singular and plural error: deduction criteria for minor errors: minor errors occur once in a section and are kept for two times in total, with 0.5 points deducted; Appear three times, deduct 0.5 point after leaving a small mistake to do the total; Four times (more than), deduction of 1 point.B. Major mistakes: omission, adding words, creating words, changing words (articles are miscalculated), large shifts, tense errors, one word in the original text changes to two words.The listening level of this paper is mainly represented by students listening scores. Subjects will listen to a tem-4 simulation exercise and complete the test as required. The scoring standards shall be based on cet-4 scoring standards. Complete tem-4 listening test in limited time and grade the test papers. Finally, get the listening level data.2.4 Data collectionThe subjects were from two classes, and the tests were performed by the authors following the same procedure for one week. First, the subjects need to fill in the listening metacognitive awareness questionnaire, then receive the questionnaire and conduct data statistics. Second, the subject will have to take a listening test in the classroom. Listening level answer sheets will be distributed by the author to begin listening. Finally, write down what you hear on a blank sheet of paper and hand it in.We sorted out the data about the subjects' metacognitive awareness in the questionnaire. The listening ability test papers were reviewed one by one according to the standard answers, and then the data were input into the computer. Variance analysis, descriptive statistical analysis and independent sample T test were conducted by using spss17.0.