趣乐读小说网

手机浏览器扫描二维码访问

6 4 1 Discussion of the Resus for Research Question Three（第1页）

6.4.1discussionoftheresultsforresearchquestionthree

researchquestionthreeasked:whatistherelationshipbetweenlearners'metacognitivelisteningawarenessandlisteningcomprehensionunderthefourdifferentlisteningconditions?

theonlystudythathasexaminedtherelationshipbetweenlearners'reporteduseofmetacognitiveawarenessstrategiesandlisteningcomprehensionabilityisthestudycarriedoutbyvandergrift（2003a）.inordertocomparetheresultsofthepresentstudywithvandergrift'sresults，abriefsummaryofvandergrift'sstudyisreportedhere（seechaptertwoforamoredetailedaccountofthestudy）.

thirty-sixjuniorhighschoolstudentsstudyingfrenchasasecondlanguagetookalisteningcomprehensiontestconsistingofthreeshort，authentictexts，andwereclassifiedaseithermoreskilledorlessskilledlistenersaccordingtotheirscoresobtainedfromthetest.think-alouddatafromthestudentswererecordedforthethreedifferentlisteningtasksandweretranscribedandanalyzedusingapredefinedtaxonomyoflisteningcomprehensionstrategies（vandergrift，1997b）.eachcodedreportofastrategywastabulated，andalisteningstrategyprofilewascreatedforeachstudent.theresultsshowedthatalmostallpreviouslyidentifiedmetacognitivestrategieswereusedbytheparticipantsinhisstudy（planning，directedattention，problemsolving，etc.）.onlyevaluationstrategiesdidnotappeartobeused，whichmayhavebeenduetothelanguagelevelofthestudentsunderstudy，asonlythemoreadvancedlearnersreportedusingthesestrategies（thougheventheiruseofevaluationstrategieswasminimal）.overall，moreskilledlistenersusedmetacognitivestrategiesmorefrequentlythanlessskilledlisteners，andthedifferencebetweenthetwogroupswassignificant.also，themoreskilledlistenersusedmoreproblemsolvingstrategies，i.e.theyweremorelikelytoverifyandcorrecttheircomprehension（ifnecessary）astheywerelistening.ontheotherhand，lessskilledlistenersreportedusingtranslationmorethanthemoreskilledlisteners，adifferencethatalsoreachedsignificance.

inordertodiscusstheresultsforresearchquestionthree，itisusefultoschematizethedifferencesbetweenthefourgroups.thisisdoneinfigure10below.itshowsthatgroupadiffersfromtheotherthreegroupsinthatitlistenedtothetextonlyonce.groupb，likegroupscandd，listenedthreetimes，butdidnotreceiveanylisteningtraining.groupscandddifferedinthekindoftrainingtheyreceived—groupcreceivedschema-raisingtrainingandgroupdinferencingtraining.

figure10listeningconditionsforthefourgroups

overall，thecorrelationsbetweenreporteduseofmetacognitiveawarenessstrategiesandlisteningcomprehension，asshownfromtables64and65，wereonthelowside.only5outofapossibleof40correlations（i.e.，5aspectsx4groupsx2cycles）reachedstatisticalsignificanceinlisteningcomprehension.themaximumvarianceinthelisteningcomprehensionscoresaccountedforbyanyoneaspectofmetacognitiveawarenesswas11%（.337forgroupbincycle2，asintable65）.thiscanbeexplainedbythefactthatthemalq，whichmeasureslearners'overalluseofmetacognitivestrategiesandcanbeexpectedtohaveanimpactovertimeontheirlisteningcomprehension，maynotnecessarilyimpactontheirperformanceofspecificlisteningcomprehensionactivities，especiallyiftheyarequitechallengingforthelearners，aswasthecaseinthisstudy.

inordertohaveaclearerpictureofthegeneralpatternofcorrelationsfoundforresearchquestionthree，table66ispresented.

table66generalpatternofcorrelationsbetweentheparticipants'maandlc

note.ma=metacognitiveawareness;lc=listeningcomprehension;groupa=listeningonetime;groupb=listeningthreetimes;groupc=schemaraising+listeningthreetimes;groupd=inferencingtraining+listeningthreetimes;ns=notsignificant.

thefollowingpointshaveemergedfromtable66:

（a）reporteduseofplanning-evaluation，directedattentionandproblemsolvingawarenesswerenotrelatedtolisteningcomprehension

itcanbeclearlyseenfromthetablethatplanning-evaluationstrategies，directedattentionstrategiesandproblemsolvingstrategieswerenotrelatedtolisteningcomprehensionscores.theexplanationmightlieinthefactthatthelearnershadlittleopportunitytopreparethemselvesforthelisteningtasks，toevaluatetheresultsoftheirlisteningortoundertakeinferencinginthekindsoflisteningtasksusedinthisstudy.inotherwords，evenifstudentsgenerallyhadapreferenceforsuchstrategies，theyhadnorealchancetoapplythemintasksofsuchashortduration.thishasimplicationsforthetestingoflisteningcomprehension，asinmanystandardtests（suchasthetoefl）thelisteningtasksarealsoofaveryshortduration.

（b）personknowledgewasrelatedtolisteningcomprehensionscoresbutonlyforgroupsaandb

incycle1，thecorrelationforpersonknowledgeandlisteningcomprehensionapproachedsignificance（r=.297）ingroupb.thecorrelationforgroupawasnotsignificantbutwaspositive（r=.176）.personknowledgeawarenesswassignificantlycorrelatedwithlisteningcomprehensionforbothofthesegroupsincycle2.inthecaseoftheothertwogroups（candd）norelationshipbetweenpersonknowledgeandlisteningcomprehensionwasevident.whatdistinguishesgroupsaandbfromgroupscanddiswhetherornottheyreceivedanykindoflisteningtraining.thusitispossiblethat，withnotraining，learnersareinfluencedbytheirperceptionsofthedifficultyofsecondlanguagelearningandoftheirownself-efficacy，butthattrainingcompensatesforperceivedself-efficacy.

（c）mentaltranslationawarenessisnegativelyrelatedtogroupsb，candd，butnotafactorforgroupa

incycle1mentaltranslationawarenesswasnegativelycorrelatedwithlisteningcomprehensionforallgroups.inotherwords，learnerswhoreportedusingmentaltranslationinthemalqwerelikelytobelesssuccessfulincarryingoutthelisteningactivity.

itshouldbenoted，however，thattherelationshipbetweenmentaltranslationandlisteningcomprehensionvariedamongthegroups.incycle1，thecorrelationsforgroupsbandcweresignificant（r=-.326and-.315），butforgroupaitwasnearzero（r=-.033）.incycle2mentaltranslationawarenesswasnegativelycorrelatedwithlisteningcomprehensionforallthethree-timelisteninggroupsandthecorrelationforgroupcwassignificant（r=-.321），butforgroupathecorrelation，thoughnotsignificant，becamepositive（r=.257）.

groupsb，canddalldifferedfromgroupainthattheyinvolvedlisteningtothetextthreetimes.itcanthenbesummarizedthatlearnersinallthethree-timelisteninggroupswhoreportedusingmentaltranslationinthemalqwerelikelytobelesssuccessfulincarryingoutthelisteningactivity.inthecaseofgroupaincycle1noneofthelearnersmighthavebeenabletomakeuseofmentaltranslationeveniftheyhadbeeninclinedtodosobecausetheywereunderpressuretocomprehendthetextimmediately.incycle2，possiblybecausetheyweremorefamiliarwiththetypeoflisteningtask，therewas，then，astrongertendencytotrytomakeuseofmentaltranslationandthishelpedtheminsomelimitedway.

overallthough，theresultsshowthatmentaltranslationdidnotassistlisteningcomprehension;ratheritwasrelatedtothelisteningcomprehensionofthelesssuccessfullearners.translationarguablyinvolvesonlysurfacemappingbetweenlanguagesandgenerallyfailstoactivateconceptualprocesses（swaffar，1988）andthusthoselearnerswhousedthisstrategymayhavebeenabletoonlyinteractwiththetextverysuperficially.vandergrift（2003a）foundthathislessskilledlistenersreportedusingmentaltranslationsignificantlymorethanthemoreskilledlisteners.o'bryanandhegelheimer（2009）alsofoundthatthelowest-proficiencystudentsdemonstratedanincreaseintheuseofmentaltranslationstrategiesafteraone-semester'slisteningcourse，aresultthatmatchesvandergrift's（1997b）finding.whentheytranslateon-line，lessskilledlistenersareincapableofkeepingupwiththeincominginput，andtheyexperiencegreaterdifficultyholdingmeaninginmemory，aproblemalsonotedbygoh（2000）.toaddressthisproblemtheyresorttomentaltranslationbut，astheresultsofvandergrift'sandthisstudybothshowthisdoesnotassistcomprehension.

云胡不喜【全本+出版】  苏家三少爷  超凡神医  古色古香  贡品皇后：暴君圈宠  玄魔黑刀  第一神医  爹地，您的娇妻请签收  橙汁分你一半（1v1）  美女的妖孽保镖  公主撩夫攻略  抗战之火线精英  幼麟传  同时被系统和夺舍大佬选中  诸天最苟龙套  邢二少隐婚要翻车  太古至尊  错爱成婚：这个老公不是我的  缠绵不休：坏蛋老公别乱来  先追到的人是我（GL）