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本文就留学生在课堂环境下,汉语听力理解策略的运用进行了实证性研究,首先运用描述统计对学生听力理解策略运用的数量和频度进行调查,并运用认知心理学信息加工理论对学生理解策略运用的有效性进行分析。了解学生在不同的信息加工阶段其策略运用的侧重性。第二步对留学生听力理解策略运用与听力理解效果间的相关性进行调查统计,结果显示:元认知策略、监控策略和关键词策略与听力理解显著正相关。随后对亚洲学生与非亚洲学生听力理解策略运用的差异进行调查,对未见显著差异这一结果予以分析讨论。
In this paper, empirical study is conducted on the use of Chinese listening comprehension strategies by foreign students in the classroom environment. Firstly, the number and frequency of students 'listening comprehension strategies are surveyed by using descriptive statistics, and the cognitive psychology information processing theory is applied to students' understanding The effectiveness of the strategy is analyzed. Understand how students focus their strategies at different stages of information processing. The second step is to investigate the correlation between the listening comprehension strategy and the listening comprehension effect. The results show that the metacognitive strategy, the monitoring strategy and the keyword strategy are significantly and positively correlated with the listening comprehension. Subsequently, the differences in the strategies of listening comprehension between Asian and non-Asian students were investigated, and the results of no significant differences were analyzed and discussed.