Abstract:
There has been a plethora of studies on the intrinsic relationships between Chinese EFL learners’ metacognition and their deployment of learning strategies. However, very few studies have thus far been conducted on postgraduate non-English major students’ metacognition and EFL listening development. Given that EFL listening has been a “Cinderella” in EFL instruction and yet it is regarded as an increasingly significant language skill, we sought to fill the gap by conducting a study in 232 non-English major postgraduate students from a comprehensive university using CET 6 Sample Listening Test and MALQ. The study found that : 1) listening metacognitive awareness (i.e. MALQ Score) and the five aspects of metacognitive awareness significantly contribute to the prediction of participants’ listening performance 2) there is a lack of statistically significant differences between male and female participants in metacognitive awareness; but 4) there are statistically significant differences between HP and LP groups (pass or not pass CET 6) in listening metacognitive awareness and Person Knowledge subscale scores. These findings suggest that enhancing EFL learner’s metacognitive awareness facilitates their listening developments. 虽然元认知与学习策略之间的内在关系是我国外语学界讨论的热点之一，但是迄今为止，非英语专业研究生元认知与外语听力发展之间的关系却鲜有问津。鉴于听力是非英语专业学生研究生阶段一项不可或缺但又常常被忽视的技能，本研究使用大学英语六级听力样卷和听力元认知意识问卷（MALQ），调查232名非英语专业研究生听力和元认知意识间的关系，研究发现：1）被试综合元认知意识（MALQ Score）和其五类元认知意识因素对被试听力表现的具有良好的预测作用2) 男生和女生之间在元认知意识上没有显著差异， 3) 但是高低水平组（通过CET 6 vs. 未通过CET 6）在综合元认知意识和“主体知识”方面存在显著差异。研究进一步表明提高元认知意识有助于发展外语学习者听力技能。
