网络自主学习中的听力策略培训

论文摘要

《大学英语课程教学要求(试行)》强调自主性,而自主性主要体现在:学生可以在网络环境下自主地学习,根据学习的需要和学习效果调整自己的学习进度。最近几年,自主学习理论广受关注,但是有关策略培训对于听力自主学习的影响的实证研究却并不多见。本文回顾了以往自主学习、听力理解、学习策略以及策略培训的理论成果,同时以O’Malley & Chamot(1990)的学习策略理论为基础,以Oxford(1990)的策略培训框架为指导,对上海第二工业大学的90名大一新生进行了为期十六周的实验研究。受试学生分为实验组和控制组,共同在自主学习中心学习听力。实验前作者对两组学生都进行了听力测试和有关在自主学习中听力策略使用情况的问卷调查,然后对实验组学生的测试成绩和调查结果进行具体分析,以此为依据设计出有针对性的策略培训方案并展开培训。实验结果表明:(1)网络自主学习和听力策略培训相结合有助于增强学生的听力策略使用意识,提高听力水平;(2)网络自主学习和听力策略培训相结合有助于增强学生的自主学习能力,提高学习效率。

论文目录

• Acknowledgements
• Abstract
• 摘要
• List of Tables
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Autonomy
• 2.1.1 Definition
• 2.1.2 Self-access learning
• 2.1.3 Changes in the roles of both learners and teachers in SALL
• 2.2 Learning strategies
• 2.2.1 Definition
• 2.2.2 Classification
• 2.2.3 Importance of learning strategies in language learning and teaching
• 2.3 The study of listening
• 2.3.1 Listening strategy and its classification
• 2.3.2 Cognitive theory on listening comprehension
• 2.4 Strategy training for autonomous learners
• 2.4.1 Oxford's instructional framework
• 2.4.2 Oxford's seven-step strategy training model
• 2.4.3 Research into strategy training
• Chapter Three Research Description
• 3.1 Research purposes
• 3.2 Research participants
• 3.3 Research instruments
• 3.3.1 Questionnaires
• 3.3.2 Listening comprehension tests
• 3.3.3 Listening materials
• 3.3.4 Listening diary
• 3.4 Procedures
• 3.4.1 Preparatory work for listening strategy training
• 3.4.2 Listening strategy training
• 3.4.3 Results collection
• Chapter Four Results and Discussion
• 4.1 Findings from the pre-test
• 4.2 Findings from the pre-training questionnaire
• 4.2.1 Factors affecting autonomous learning in SAC
• 4.2.2 Difficulties affecting listening comprehension
• 4.2.3 Frequency of listening strategy used by participants in SAC
• 4.3 Plan for listening strategy training
• 4.4 Findings from listening diaries
• 4.5 Findings from the post-test and the after-training questionnaire
• 4.5.1 Post-test
• 4.5.2 Post-training questionnaire
• Chapter Five Conclusion and Implications
• 5.1 Conclusion
• 5.2 Pedagogical implications
• 5.3 Limitations of the present study
• 5.4 Suggestions for further research
• Bibliography
• Appendix A Pre-training questionnaire
• Appendix B Post-training questionnaire
• Appendix C Pre-test paper
• Appendix D Post-test paper