本书旨在运用皮尔逊相关系数分析学生元认知、听力意识、听力理解及附带词汇习得之间的关系,探索不同听力条件对中国大学生英语听力理解与附带词汇习得的影响,并从实际教学的角度为如何设计听力材料给出了相应建议。本书可供大学英语教师和应用语言学专业的研究生,以及其他对第二语言习得或外语教学有兴趣的读者阅读使用。

ISBN：978-7-313-18535-8

定价：68

2017年12月第一版

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This book reports a study that investigates the relationships between Chinese university EFL learners’ listening comprehension, metacognitive awareness, and incidental vocabulary acquisition under different listening conditions.

In 1994, I began to teach English as a foreign language (EFL) in a Chinese university, where, as in all the other Chinese universities, the Course of College English is compulsory. According to the Chinese Higher Education regulations, once entering university, all students must complete four successive terms of College English Course, and the teaching is 64 hours per term. As described in the Chinese Education Ministry’s College English Curriculum Requirements (2007), at the end of the fourth semester, students are supposed to achieve the language competence to pass the College English Test (CET) band-4 as a baseline, and the more competent students can pass CET band-6. All the students in Chinese universities strive to learn College English Course in order to pass these examinations, because without a CET band-4 certificate they are not eligible for a bachelor’s degree from the universities.

EFL teachers give instruction on all the language skills (i.e., listening, speaking, reading, writing, and translating) in the College English classes. Listening and speaking are two new skills for most Chinese students at the university level, because the English instruction in middle schools is basically reading, writing, and translating. Nevertheless, when students get to university, the 64 teaching hours per term are equally distributed among the teaching of the five language skills, and therefore, listening as a brand-new language skill constitutes the main difficulty that confronts Chinese students.

That most Chinese EFL learners’ listening ability is weak in comparison to other skills such as reading and writing is, to some extent, related to the fact that in China the instructional emphasis is unbalanced so the students are not able to develop all the language skills equally. In the past, Chinese students were traditionally taught to read and write in English so that they could understand English materials in the fields of their future careers. From the perspective of the students, listening was viewed as a passive process of merely listening to a text and then finishing the after-listening questions. From the perspective of the teachers, the approach adopted focused more on the product of listening than the process. It was assumed that listening skills would develop automatically if other skills were improved to a desirable level and therefore classroom instruction on listening was unnecessary. As a result, listening activities remained virtually a test of comprehension, and listening comprehension became a skill in which Chinese students often felt they had achieved the least. “Such attributions indicate a sense of passivity and helplessness in language learners which could easily result in their becoming demotivated, resigned to being less effective listeners” (Graham, 2006). In such circumstances, offering language learners more listening activities would most likely only add to their sense of failure.

Only in the last decade has listening begun to be acknowledged in its own right in EFL education in China. The Course of College English in Chinese universities underwent a nation-wide reform in 2007 with the publication of the Chinese Education Ministry’s College English Curriculum Requirements, which pointed out that “the objective of College English is to develop students’ ability to use English in an all-round way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively” (p.18). The requirements for undergraduate College English teaching are set at three levels — the basic level, the intermediate level and the advanced level, and the requirements for listening of the three levels are shown in Table 1.

Though the role of listening is now recognized as important in Chinese university EFL teaching, listening instruction, with only an average teaching time of 12-14 hours in each term, is by no means adequate to help students develop the competence needed to comprehend language in spoken form. There is, to date, still a gap between the requirements for listening and the teaching of listening in China. Among the major problems concerning the teaching of listening in Chinese universities, the two most significant are:

(a) To most EFL teachers in China, teaching listening is still confined to first playing a recording of a listening text, then checking the students' answers, and finally informing them of the correct answers. Such instructional methods as repetition, schema-raising, and strategy training are seldom employed and probably never heard of by some EFL teachers. In fact, instruction in the use of listening strategies only began in the last decade and strategies for developing metacognitive awareness have been largely neglected. The effects of metacognitive listening strategy training on Chinese EFL learners listening comprehension have been little studied and little is known about the relationship between the learners' metacognitive listening awareness and their listening comprehension.

(b) As a major component of listening input, vocabulary is of primary importance to Chinese EFL learners’ listening comprehension. Also incidental vocabulary acquisition through listening is a promising source of new vocabulary for Chinese university EFL learners. Nevertheless, incidental acquisition of vocabulary through listening by Chinese learners has hardly been researched in China, neither has the relationship between Chinese learners’ EFL vocabulary acquisition and their metacognitive awareness.

This study explores three key theoretical constructs: “listening comprehension”, “incidental vocabulary acquisition” and “metacognitive listening awareness”. It is concerned with the relationships among these three constructs.

Though the Chinese Education Ministry’s College English Curriculum Requirements places a strong emphasis on instruction in listening in university level courses, there is, to date, still a gap between the requirements for listening and the actual teaching of listening in China. To be more specific, instruction in the use of listening strategies has only begun in the last two decades and that instruction was mainly confined to the teaching of some very concrete and easy-to-learn cognitive strategies such as listening for the main idea, paying attention to such details as numbers and names, etc. Strategies for developing metacognitive awareness, despite their crucial role in facilitating listening, have been largely neglected. The effects of metacognitive listening strategy training on Chinese EFL learners’ listening comprehension have been scarcely studied and little is known about the relationship between the Chinese university EFL learners’ metacognitive listening awareness and their listening comprehension. This study aims to fill these gaps in the research.

As a major component of listening input, vocabulary is of primary importance to Chinese EFL learners’ listening comprehension, and incidental vocabulary acquisition through listening is a promising source of new vocabulary. However, incidental vocabulary acquisition through listening has received little attention. In fact, to the best of the author's knowledge, there are no previous studies of incidental vocabulary acquisition through listening by Chinese learners, nor has the relationship between Chinese university EFL learners’ vocabulary acquisition and their metacognitive awareness been studied. This is another aim of the study.

In summary, the main aim of the study is to try to fill the above research gaps by investigating the relationships between Chinese university EFL learners’listening comprehension, metacognitive awareness and incidental vocabulary acquisition from listening tasks.

Chapter 1, an introduction, includes the background of the study, the statement of the problems, the aims of the study, and a summary of the contents of the book.

Chapter 2 provides a chronological survey of studies in EFL listening comprehension and examines such factors as repetition, schema, and metacognitive listening awareness and strategies. This chapter also provides a survey of studies that have investigated incidental vocabulary acquisition through listening.

Chapter 3 reports the pilot study. It served as a means of testing the design, procedures and materials to be used in the main study.

Chapter 4 describes the method employed in the main study. The research context, the participants and the instruments used in the instruction are also described. This chapter concludes with a description of the data collection and data analysis procedures.

Chapter 5 reports the results for Research Questions 1 and 2. It first presents the results of the participants’ listening comprehension tests and vocabulary posttests, then presents a brief summary of the main findings, and finally concludes with a discussion of the main findings.

Similar to the structure of Chapter 5, Chapter 6 reports the results for Research Questions 3 and 4. It first presents the results relating to the participants’metacognitive listening awareness questionnaire responses, listening comprehension tests and vocabulary posttests, then presents a brief summary of the findings, and finally concludes with a discussion of the main findings.

Chapter 7 provides a summary of the main findings and then considers the pedagogical and theoretical implications. It concludes with a consideration of the limitations of the study and suggestions for future research.

Contents

Chapter One  Introduction 

1.1 English Teaching as a Foreign Language in Chinese Universities 

1.2 Place of Listening Instruction in College English Courses in China 

1.3 Theoretical Issues Addressed in the Book 

  1.3.1 Listening Comprehension 

  1.3.2 Incidental Vocabulary Acquisition 

  1.3.3 Metacognitive Listening Awareness 

  1.3.4 Relationships among the Three constructs 

1.4 Aims of the Thesis 

1.5 Summary of the Contents of Each Chapter

Chapter Two  Literature Review 

2.1 Introduction 

2.2 Listening Comprehension 

2.2.1 Listening Comprehension and Listening Processes 

  2.2.2 Factors Affecting Listening Comprehension 

  2.2.3 Listening Strategies 

2.3 Metacognition and Metacognitive Listening

  2.3.1 Metacognition 

  2.3.2 Metacognitive Listening Awareness and Strategies 

2.4 Incidental Vocabulary Acquisition 

  2.4.1 Definition of Incidental Vocabulary Acquisition 

  2.4.2 Incidental Vocabulary Acquisition through Listening 

  2.4.3 Assessing Vocabulary Knowledge from Incidental Vocabulary Acquisition 

2.5 Summary of the Literature Review 

Chapter Three  Pilot Study 

3.1 Introduction 

3.2 Research Questions of the Study 

3.3 Participants 

3.4 Design of the Study 

3.5 Materials 

  3.5.1 Questionnaire 

  3.5.2 Listening Tasks 

  3.5.3 Vocabulary Tests 

3.6 Schedule and Procedures of the Study 

3.7 Data Collection and Description 

  3.7.1 Methods Used to Collect and Analyze the Data 

  3.7.2 Descriptive Statistics 

3.8 Results 

  3.8.1 The Correlational Study 

  3.8.2 The Experimental Study

3.9 Discussion 

3.10 Problems and Solutions 

Chapter Four  Methodology 

4.1 Introduction 

4.2 Research Questions 

4.3 Research Design 

4.4 Participants 

4.5 Instruments 

  4.5.1 Listening Tasks 

  4.5.2 Questionnaire 

  4.5.3 Vocabulary Tests 

4.6 Schedule of the Study 

4.7 Data Collection and Analysis 

Chapter Five Results—the Effects of Different Listening Conditions on Listening Comprehension and Incidental Vocabulary Acquisition 

5.1 Introduction 

5.2 Comparison of the Two Cycles of Listening Activities 

  5.2.1 Comparison of the Two Cycles of Listening Comprehension (LC) Scores 

  5.2.2 Comparison of the Two Cycles of Vocabulary Acquisition (VA) Scores 

  5.2.3 Summary of Comparison of the Two Cycles of Listening Activities 

5.3 Results for Research Question One 

  5.3.1 Results for Listening Comprehension

  5.3.2 Results for Incidental Vocabulary Acquisition 

  5.3.3 Summary of the Results for Research Question One 

5.4 Results for Research Question Two 

  5.4.1 Correlations between Listening Comprehension (LC) and Incidental Vocabulary Acquisition for Cycle 1 

  5.4.2 Correlations between Listening Comprehension (LC) and Incidental

Vocabulary Acquisition (IVA) for Cycle 2 

5.5 Discussion of the Results 

  5.5.1 Effects of Different Listening Conditions on Listening Comprehension 

  5.5.2 Effects of Different Listening Conditions on Incidental  Vocabulary Acquisition 

  5.5.3 Relationship between the Learners' Listening Comprehension and Incidental Vocabulary Acquisition 

5.6 Conclusion  

Chapter Six Results—the Relationships Between Learners' Metacognitive Listening Awareness and Their Listening Comprehension and Incidental Vocabulary Acquisition

6.1 Introduction 

6.2 Results of the Metacognitive Awareness Listening Questionnaire 

  6.2.1 Descriptive Statistics for Metacognitive Listening Awareness for Cycle 1

  6.2.2 Descriptive Statistics for Metacognitive Listening Awareness for Cycle 2 

6.3 Results 

  6.3.1 The Relationship between Metacognitive Listening Awareness (MA) and Listening Comprehension (LC) 

  6.3.2 The Relationship between Metacognitive Listening Awareness (MA) and Incidental Vocabulary Acquisition (IVA) 

  6.3.3 Summary of the Main Results for Research Questions Three and Four

6.4 Discussion  

  6.4.1 Discussion of the Results for Research Question Three 

  6.4.2 Discussion of the Results for Research Question Four 

6.5 Conclusion 

Chapter Seven Conclusion 

7.1 The Aim, Background and Methodology of the Study 

7.2 Summary of the Main Findings 

7.3 Implications 

  7.3.1 Theoretical Implications 

  7.3.2 Pedagogical Implications 

7.4 Limitations 

7.5 Further Research 

7.6 Conclusion 

Appendices 

Appendix A: Metacognitive Awareness Listening Questionnaire (the MALQ) 

Appendix B: Tables of the Pilot Study 

Appendix C: Listening Tasks and Texts 

Appendix D: Vocabulary Tests 

Appendix E: Appendix Tables of Chapter Five 

Appendix F: Appendix Tables of Chapter Six 

References 

Index 

Acknowledgments

本书项目编辑：曹雯京

021-60403001

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