國立虎尾科技大學 |

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom./
作者:	Li, Yue.
面頁冊數:	1 online resource (195 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Foreign language education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355152623

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom.
Li, Yue.

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom. - 1 online resource (195 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California. Most of previous studies investigated listening strategy use and the relationship between listening strategy use and listening achievement. Few studies investigated the effectiveness of listening strategy instruction. Thus, this study addressed the gaps in research by examining the effectiveness of integrating listening strategies into regular curriculum and explored students' and instructors' perceptions of listening strategy instruction among learners of Chinese as a second language.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355152623Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom.
LDR:03897ntm a2200409Ki 4500 001 911103
005 20180517121920.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355152623
035 $a (MiAaPQ)AAI10604671
035 $a (MiAaPQ)usfca:10258
035 $a AAI10604671
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Li, Yue. $3 1182740
245 1 0 $a Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom.
264 0 $c 2017
300 $a 1 online resource (195 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Brad Washington.
502 $a Thesis (Ed.D.) $c University of San Francisco $d 2017.
504 $a Includes bibliographical references
520 $a This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California. Most of previous studies investigated listening strategy use and the relationship between listening strategy use and listening achievement. Few studies investigated the effectiveness of listening strategy instruction. Thus, this study addressed the gaps in research by examining the effectiveness of integrating listening strategies into regular curriculum and explored students' and instructors' perceptions of listening strategy instruction among learners of Chinese as a second language.
520 $a An interpretive case study research design was employed to achieve the goal of this study. The participants included one instructor and six students who studied at an intensive Chinese basic course. Three sources of data were collected from 25 classroom observations, a focus group session with the student participants , and a face-to-face interview with the instructor. All data were transcribed, coded, and analyzed to answer the research questions.
520 $a The findings of this study showed that some of cognitive, metacognitive, and motivational strategies were identified as effective in promoting self-regulated learning among learners of Chinese as a second language. The findings also supported that listening strategy instruction helped learners raise awareness of strategy use, increase self-confidence, improve listening abilities, and foster learner autonomy and self-regulation. The findings further indicated that implementing strategy-integrated listening instruction could improve teaching quality, but might face possible challenges from teachers. Finally, the findings suggested that teacher training on integrating listening strategies into regular curriculum should be provided.
520 $a This study has implications for language teachers, foreign language learners, and language course developers, who are involved in the field of foreign language teaching and learning. More research on self-regulated learning and listening strategy instruction among learners of Chinese as a second/foreign language would further expand the understanding of listening strategy instruction in the field and better assist language learners to succeed in their learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Foreign language education. $3 1148430
650 4 $a Adult education. $3 555548
650 4 $a Education. $3 555912
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0444
690 $a 0516
690 $a 0515
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of San Francisco. $b Education. $3 1182741
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10604671 $z click for full text (PQDT)