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政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/134454

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/134454

Title:	聽力元認知策略教學對元認知意識和聽力理解影響之後設分析 Meta-analysis of the influence of metacognitive strategy instruction on metacognitive awareness and listening comprehension
Authors:	楊燦 Yang, Can
Contributors:	吳政達郭昭佑 Wu, Cheng-Ta Kuo, Chao-Yu 楊燦 Yang, Can
Keywords:	聽力元認知教學策略元認知元認知意識聽力理解後設分析 metacognitive strategy instruction metacognitive metacognitive awareness listening comprehension meta-analysis
Date:	2021
Issue Date:	2021-04-01 11:26:47 (UTC+8)
Abstract:	近年來，元認知成為心理學研究的熱點之一，並在深刻地影響著第二語言教育領域。聽力元認知策略教學的研究文獻日益增添，並展現出了不同的研究結果。為了整合這些相關的研究成果和發現，本研究主要瞭解不同背景的學生在元認知策略教學的指導下是否在元認知意識和聽力理解方面有差異為目的，借由探討，分析變項，希望厘清各個變項之間的關係。本研究對SCOPUS, WOS 以及EBSCO三個資料庫進行了全面的搜索。最終納入了30個研究樣本進行分析，並探究了5個調節變項。研究結果發現，聽力元認知策略教學對學生元認知意識和聽力理解有顯著影響。聽力元認知策略教學對元意識水準影響合併後的總效果量為0.476，屬於中等效果量；對元認知意識五大因素的整體分析結果顯示，元認知策略教學對學生的計畫與評估意識，問題解決意識和定向注意意識有顯著影響。對聽力理解影響的總體效果為0.952，屬於高強度效果。影響其有效性的變數包括教學環境，學生的語言熟練程度以及介入時間的長短。聽力元認知策略教學對第二語言聽力意識的影響可能是複雜的，雖然存在理論聯繫，但元認知策略教學對元認知意識發展的影響仍不確定，還需要進一步的研究。最後，本研究對未來聽力元認知策略教學提供了研究建議。 Metacognition has become one of the hot topics in psychology and has exerted a profound influence on the field of second language education in recent years. The research literature of Metacognitive strategy instruction (MSI) is increasing and different research results are presented. In order to integrate these relevant research results and findings, this study aims to explore whether students with different backgrounds have differences in metacognitive awareness and listening comprehension under the guidance of MSI in listening by discussing and analyzing the variations. Hoping to clarify the relationships among various variables. The SCOPUS, WOS and EBSCO databases were searched in the study. 30 research samples were included for analysis, and 5 moderator variables were explored. The results show that the MSI has a significant effect on students` metacognitive awareness and listening comprehension. The combined effect of MSI on metacognitive level was 0.476, which was a medium effect. Meanwhile, the results also showed MSI has a significant impact on learners` awareness of planning and evaluation, problem solving and directed attention. The overall effect on listening comprehension was 0.952, which was a high-intensity effect. Variables that affect its effectiveness include the teaching environment, students` language proficiency, and the length of the intervention. The influence of MSI on the listening awareness of the second language may be complex. Although there are theoretical connections, the influence of MSI on the development of metacognitive awareness is still uncertain and needs further research. In the conclusion, the study provides suggestions for the future study of MSI.
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Description:	博士國立政治大學教育學系 107152517
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0107152517
Data Type:	thesis
DOI:	10.6814/NCCU202100407
Appears in Collections:	[教育學系] 學位論文

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