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运用选择性注意学习策略提高农村中学英语初学者的听力理解能力

2020-12-07阅读(642)

运用选择性注意学习策略提高农村中学英语初学者的听力理解能力

论文摘要

听力一直是外语教学界研究的热点和难点。近年来,学习策略的研究日趋活跃。国内关于听力学习策略培训的论文不少,但对农村中学初学者如何实施听力学习策略培训的介绍为数不多。目前我国农村中学听力教学仍以教师为中心,强调通过为学习者提供大量的可理解性输入以及反复机械的听力练习来提高听力水平。农村学习者仍感到听力水平提高缓慢,听力教学仍存在低效状况。在听力活动中,外语初学者的一个通病就是把注意力平均分配到每个单词,短语或句子上,结果越是想多获得信息,越是抓不住重点。为了帮助英语初学者提高听力理解能力,在听的过程中,帮助学习者根据听力任务要求合理分配注意这一有限的资源,把注意力放在重要的信息上,以便提高听力效率。基于此,笔者对贵州省铜仁地区沿河县沙子镇初级中学七年级的61名农村中学生进行了为期十二周的选择性注意学习策略培训实验。笔者综合采用定性和定量研究方法。其研究工具为学生的听力过程反思性记录、听力学习表现检测单、两次问卷和两次测试。实验由一个先导测验和一个主体测验组成。先导测验主要用于检测实验工具的效度和信度。主体测验用来检验在典型学校环境下,听力学习策略培训能否提高农村中学初学者的外语听力水平。首先,笔者回顾了关于听力理解,学习策略,和策略培训的研究成果,并提出研究问题。其次,笔者对受试进行外语学习者听力问卷调查和听力前测。问卷结果确定了农村外语初学者在听力理解中所遇到的七种主要困难。其中最大的困难就是注意力无法集中和无法记住关键信息。根据实验前测试成绩,笔者将受试分成两组,即实验组和控制组。听力前测试成绩经独立样本T检验表明这两组学生听力水平无显著性差异。随后,笔者对实验组和控制组采取了两种不同的听力教学方式。笔者对控制组进行传统的练习测试教学,对实验组的学生则进行了为期十二周的融入教材的听力选择性注意学习策略培训,其培训模式主要参照Chamot的五步策略培训模式。通过一段时间的选择性注意学习策略培训,实验组的策略意识明显增强,策略运用的情况明显提高。最后,受试接受后测和英语初学者学习策略使用问卷调查。独立样本T检验和配对样本T检验的分析结果表明实验组通过策略培训之后听力水平有明显提高,而控制组的进步并不明显。同时,初学者策略使用问卷分析结果显示实验组的总体策略使用频率高于控制组,其中实验组的选择性注意策略使用频率明显高于控制组。相关分析表明选择性注意学习策略的使用和学生的听力后测成绩成正相关关系。从而验证了选择性注意学习策略培训能够提高农村外语初学者的听力理解水平。本研究的重要启示是英语教师进行听力教学时不能仅仅局限于大量的可理解性输入以及反复机械的听力练习,同时应注意听力学习策略的训练,以提高学习者的外语学习效率。

论文目录

  • Acknowledgements
  • Abstract in English
  • Abstract in Chinese
  • List of Tables
  • List of Figures
  • Abbreviations
  • Chapter One Introduction
  • 1.1 Research Background
  • 1.2 Significance of the Study
  • 1.3 Research Questions
  • 1.4 Definitions Involved in This Thesis
  • 1.4.1 Definition of Listening Comprehension
  • 1.4.2 Definition of Attention and Selective Attention
  • 1.4.3 Definition of Selective Attention Learning Strategy
  • 1.4.4 Definition of Learning Strategy Training
  • 1.4.5 Rationale for Selective Attention Learning Strategy Training
  • 1.4.6 The Model for Learning Strategy Training
  • 1.5 Organization of the Thesis
  • Chapter Two Relevant Literature Review
  • 2.1 An Overview
  • 2.2 Research on Listening Comprehension
  • 2.2.1 Definition of Listening Comprehension
  • 2.2.2 Three Processes of Listening
  • 2.2.3 Three-stage Information Processing Model
  • 2.2.4 Top-down and Bottom-up Processing
  • 2.2.5 Characteristics of Listening Comprehension
  • 2.2.6 Factors Influencing Listening Comprehension
  • 2.2.7 Role of Listening Comprehension in Language Learning
  • 2.2.8 A Critique of Research on Listening Comprehension
  • 2.3 Research on Learning Strategy
  • 2.3.1 Definition of Learning Strategy
  • 2.3.1.2 Classification of Learning Strategy
  • 2.4 Research on Learning Strategy Training
  • 2.4.1 Definition of Learning Strategy Training
  • 2.4.2 Significance of Learning Strategy Training
  • 2.4.3 Goal of Learning Strategy Training
  • 2.4.4 Learning Strategy Training Models
  • 2.4.5 Relevant Research on Learning Strategy
  • 2.4.6 Relevant Research on Learning Strategy Training
  • 2.4.7 Relevant Research on Learning Strategy Training in the Listening Comprehension Field
  • 2.5 Research on Selective Attention Learning Strategy
  • 2.5.1 Definition of Attention
  • 2.5.2 Definition of Selective Attention
  • 2.5.3 Definition of Selective Attention Learning Strategy
  • 2.5.4 Rationales for Selective Attention Learning Strategy Training
  • 2.5.4.1 Filter Theory
  • 2.5.4.2 Capacity Theory
  • 2.5.4.3 Styles-and Strategies-Based Instruction（SSBI）
  • 2.5.4.4 The Affective Filter Hypothesis
  • 2.5.4.5 Information Processing Model of Human Brain
  • 2.5.5 Relevant Research on Selective Attention Learning Strategy
  • 2.5.6 Relevant Research on Selective Attention Learning Strategy Training
  • 2.6 Summary
  • Chapter Three Research Design and Its Implementation
  • 3.1 An Overview
  • 3.2 Research Questions
  • 3.3 Subjects
  • 3.3.1 Subjects for the Pilot Study
  • 3.3.2 Subjects for the Main Study
  • 3.4 Instruments
  • 3.4.1 Instruments for Quantitative Study
  • 3.4.1.1 Listening Material
  • 3.4.1.2 Questionnaires
  • 3.4.1.3 Tests
  • 3.4.2 Instruments for Qualitative Study
  • 3.4.2.1 Students' Retrospective Records
  • 3.4.2.2 Students' Classroom Verbal Reports
  • 3.5 Duration
  • 3.6 Research Implementation
  • 3.6.1 The Pilot Study
  • 3.6.1.1 The EFL Learners' Listening Survey
  • 3.6.1.2 Pre-test in the Pilot Study
  • 3.6.1.3 Post-test in the Pilot Study
  • 3.6.1.4 Young Learners' Language Strategy Use Survey
  • 3.6.1.5 Summary of the Pilot Study
  • 3.6.2 The Main Study
  • 3.6.2.1 The EFL Learners' Listening Survey
  • 3.6.2.2 Pre-test in the Main Study
  • 3.6.2.3 Training on the Selective Attention Learning Strategy
  • 3.6.2.3.1 Training on the Experiment Group
  • 3.6.2.3.2 Strategy Theoretical Guidance to the Control Group
  • 3.6.2.4 Posttest in the Main Study
  • 3.6.2.5 Young Learners' Language Strategy Use Survey
  • 3.7 The Collection of Data
  • 3.7.1 Quantitative Data
  • 3.7.2 Qualitative Data
  • 3.8 The Analysis of Data
  • 3.8.1 Quantitative Analysis
  • 3.8.2 Qualitative Analysis
  • Chapter Four Research Results
  • 4.1 Overview
  • 4.2 Results of the Pilot Study
  • 4.2.1 Result of The EFL Learners' Listening Survey
  • 4.2.2 Result of the Pretest and Posttest
  • 4.2.3 Result of The Young Learners' Language Strategy Use Survey
  • 4.3 Results of the Main Study
  • 4.3.1 Result of The EFL Learners' Listening Survey
  • 4.3.1.1 Categorization of the Listening Difficulties met by EFL Rural Beginners
  • 4.3.1.2 The EFL Rural Beginners' Solutions on EFL listening Difficulties before SALS Training
  • 4.3.2 Result of the Students' Retrospective Records
  • 4.3.2.1 The Sources of EFL Rural Beginners' Listening Difficulties before SALS Training
  • 4.3.2.2 The EFL Rural Beginners' Listening Comprehension Process after SALS Training
  • 4.3.3 Result of the EFL Rural Beginners' Verbal Reports on SALS Training
  • 4.3.4 Result of the Pretest and the Posttest
  • 4.3.4.1 The Result of the Pretest
  • 4.3.4.2 The Result of the Posttest
  • 4.3.4.3 The Result of the Comparison between the Pre-test and the Post-test
  • 4.3.5 Result of the Young Learners' Learning Strategy Use Survey
  • 4.3.5.1 Frequencies for Strategy Use after SALS Training
  • 4.3.5.2 Correlation between Strategy Use and Listening Proficiency
  • 4.3.5.3 Correlation between the Selective Attention Learning Strategy Use and the Listening Proficiency
  • 4.4 Summary
  • Chapter Five Discussion
  • 5.1 An Overview
  • 5.2 Validity of the Instruments
  • 5.3 Discussion of the Findings
  • 5.3.1 Discussion on Rural Beginners Difficulties in Listening Comprehension
  • 5.3.2 Discussion on Rural Beginners Strategy Usage in Listening before Training
  • 5.3.2.1 Under-utilization of Mctacognitive and Cognitive Strategy
  • 5.3.2.2 Over-utilization of Social Strategy
  • 5.3.2.3 Over-utilization of Word-by-Word Strategy
  • 5.3.3 Discussion on the Effect of SALS Training
  • 5.3.3.1 Discussion on the Control Group
  • 5.3.3.2 Discussion on the Experiment Group
  • 5.3.3.3 Discussion on the Inefficient Listeners in the Experiment Group after Training
  • 5.4 Summary
  • Chapter Six Conclusion
  • 6.1 An Overview
  • 6.2 Major Findings
  • 6.2.1 Major Difficulties Met by Rural Beginners in Listening Comprehension
  • 6.2.2 The Selective Attention Learning Strategy
  • 6.2.3 The Overall Strategy Use
  • 6.2.4 Selective Attention Learning Strategy Training on Beginners
  • 6.3 Implication
  • 6.3.1 Theoretical Implication
  • 6.3.1.1 Implication for Listening Instruction
  • 6.3.1.2 Implication for Teacher's Role
  • 6.3.1.3 Implication for Learning Strategy Training in Listening Comprehension
  • 6.3.2 Methodological Implication
  • 6.3.2.1 Promoting Students' Strategy Awareness
  • 6.3.2.2 Embedding Strategy Instruction into Regular Language Instruction
  • 6.3.2.3 Strategy Instruction to Beginners
  • 6.3.2.4 Opportunities for Practice
  • 6.3.2.5 Creating Opportunities for Practicing Positive Strategies
  • 6.3.2.6 Enhancing Mctacognitivc Strategies Training in Listening
  • 6.4 Limitations of the Study
  • 6.5 Recommendations for Future Research
  • References
  • Appendixes
  • Appendix 1:The EFL Learners' Listening Survey（in Chinese）
  • Appendix 2:Young Learners' Language Strategy Use Survey（in Chinese）
  • Appendix 3:Young Learners' Language Strategy Use Survey（in English）
  • Appendix 4:Guideline for Group Discussion
  • Appendix 5:Examples and Tape Scripts for the SALS Training
  • Appendix 6:The Listening Checklist
  • Appendix 7:The Learners' Retrospective Record
  • Appendix 8:Test Paper for the Pretest
  • Appendix 9:Tape Scripts for the Pretest
  • Appendix 10:Key for the Pre-test
  • Appendix 11:Test Paper for Post-test
  • Appendix 12:Tape Scripts for the Post-test
  • Appendix 13:Key for the Post-test
  • Appendix 14:Students' Data for Analysis

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