大学生听力理解策略的使用与感知

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.291114

D. El-Dakhs, Ahmed Masrai, Noorchaya Yahya

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引用次数: 1

摘要

本研究旨在探讨大学生在EMI在线讲座中对听力理解策略的使用和认知，以及听力理解策略的使用在多大程度上取决于学生的一般语言水平和语言暴露。共有76名英语专业学生完成了语言能力测试、LCS量表和语言暴露调查。此外，60名参与者在EMI在线讲座中回答了8个关于他们对LCS的看法的开放式问题。这种混合方法的结果表明，学生使用各种各样的元认知、认知和社会情感策略来理解在线EMI讲座。学生们似乎也意识到在线EMI讲座特别具有挑战性，因此在课前、课中和课后采取了一些措施来促进理解。此外，结果显示，学生的英语语言能力和接触程度对LCS的选择有一定的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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University Student Use and Perception of Listening Comprehension Strategies

The current study aimed to explore undergraduate students use and perceptions of listening comprehension strategies (LCS) in online EMI lectures, and the extent to which LCS use depends on the students’ general language proficiency and language exposure. A total of 76 English majors completed a language proficiency test, an LCS inventory and a language exposure survey. Additionally, 60 of the participants answered 8 open-ended questions on their perceptions of LCS in online EMI lectures. The results of this mixed-methods approach showed that students used a wide variety of metacognitive, cognitive and socio-affective strategies to comprehend online EMI lectures. The students also seemed aware of the particularly challenging nature of online EMI lectures, and thus took several measures before, during and after class to facilitate comprehension. Additionally, the results showed that the students’ choice of LCS is partially dependent on their English language proficiency and exposure.

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.