以信息处理机制理论为基础设计有效的听力教材

论文摘要

运用适当的教材对于语言教学起着非常重要的作用。如何设计有效的教材一直是一个备受关注的课题。本文将着重于讨论听力教材的设计。听力的过程实际上是大脑对于接收到的声音信息进行处理的一个过程。因此,将心理语言学的相关理论与外语教学相结合无疑会对听力教材的设计起到积极的指导作用。本文从心理语言学中与听力教学密切相关的信息处理机制理论着手,将重点放在以此理论为基础的听力教材的设计原则上。并将这些设计原则付诸于实践,用于分析近年来被广泛采用的一套听力教材。通过分析该教材的长处及不足之处,使读者对笔者所提出的设计原则有一个全面而感性的认识。

论文目录

• Acknowledgements
• Abstract （English）
• Abstract （Chinese）
• Introduction
• Chapter One Literature Review
• 1. What is listening?
• 1.1 Definitions of listening
• 1.2 Characteristics of listening
• 1.3 Types of listening
• 2. Information processing mechanism
• 2.1 The process of listening in general
• 2.2 Information processing system
• 2.2.1 Comprehensible input
• 2.2.2 Sensory stores and attention
• 2.2.3 Working memory
• 2.2.4 Short-term memory
• 2.2.5 Long-term memory
• 2.2.6 Schemata
• 2.2.7 Forgetting and consolidation of memory
• 2.3 Top-down and bottom-up processing
• 2.3.1 Top-down processing
• 2.3.2 Bottom-up processing
• 2.3.3 Interactive model
• Chapter Two Principles for Designing Effective Listening Materials
• 1. The quality and quantity of source materials
• 1.1 The quality---the authenticity of source materials
• 1.1.1 Definitions of authentic material
• 1.1.2 The rationale of using authentic materials
• 1.1.3 Modified authentic materials
• 1.2 The quantity of source materials
• 1.2.1 Types of authentic materials
• 2. The arrangement of source materials
• 2.1 Grading source materials in order of difficulty
• 2.1.1 Text characteristics
• 2.1.2 Other factors concerning level of difficulty
• 2.1.3 A practical approach to assessing difficulty level
• 2.2 Arranging intensive and extensive listening materials
• 3. The listening tasks
• 3.1 The authenticity of tasks
• 3.2 Tasks in three stages
• 3.2.1 Tasks in pre-listening stage
• 3.2.1.1 The rationale of setting pre-listening tasks
• 3.2.1.2 Types of pre-listening tasks
• 3.2.2 Tasks in while-listening stage
• 3.2.2.1 The rationale of setting while-listening tasks
• 3.2.2.2 Types of while-listening tasks
• 3.2.3 Tasks in post-listening stage
• 3.2.3.1 The rationale of setting post-listening tasks
• 3.2.3.2 Types of post-listening tasks
• 4. Recurrence of language
• 4.1 Recurrence of language within units
• 4.2 Recurrence of language between units
• 5. Supporting materials
• Chapter Three From Theory to Practice: A Case Study
• 1. General introduction of the book
• 2. Applying the principles
• 2.1 The authenticity of source materials
• 2.2 The quantity of source materials
• 2.3 The arrangement of source materials
• 2.4 The listening tasks
• 2.5 Recurrence of language items
• 2.6 Visual stimuli
• Conclusion
• References
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