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高职院校非英语专业听力策略研究

2020-11-23阅读(180)

高职院校非英语专业听力策略研究

论文摘要

在过去的几十年里,英语学习策略及策略培训已成为语言教学领域热门的研究课题之一。对于语言学习策略的研究也由最开始的探索性调查发展到较系统的、理论性的探讨和实证研究。但是大多数研究是针对阅读和写作的策略调查及培训,而有关听力策略培训效果的实证研究却极少。而且,多数研究都采用普通本科院校的英语专业学生作为实验对象,相比之下,高等职业院校的学生很少引起大家的关注。本文作者以上海行健职业学院二年级非英语专业两个班的学生为实验对象,对高职学生进行听力策略培训的效果研究。同时,本次研究还调查了实验对象的听力策略使用情况,并且分析比较了高分组和低分组听力策略使用的差异。上海行健职业学院二年级非英语专业的两个班共75名学生参与了本次调查。作者将两个班分别作为实验组和控制组,然后对实验组的学生实施了为期一个学期的听力策略培训。整个实验过程分为三步。首先,在学期伊始,所有学生都要求参加一次听力测试（pre-test）,作者对听力成绩进行独立样本T检验,结果说明了控制组和实验组在实验前听力水平上没有显著差异。根据学生的成绩排序,划分出高分组和低分组。接着,作者在Vandergrift （1997）的听力策略量表的基础上改编了本研究所用的听力策略量表,对学生进行了听力策略问卷调查,目的是了解学生当前的听力策略运用情况。同时,比较分析了高分组和低分组学生策略使用的差异。然后根据学生策略运用情况,对实验组的学生进行策略培训。最后,在学期结束时,作者又对学生进行了一次听力测试（post-test）,对考试成绩进行了独立样本T检验和配对样本T检验,目的是比较实验组和控制组在听力策略训练前后的变化差异以及同一被试组内学生训练前后的变化差异。对实验数据的定量分析发现:（1）高职学生在三种听力策略的使用次序中,认知策略使用频率最高,情感/社会策略其次,元认知策略最低。学生缺乏自主学习性。（2）高分组和低分组的学生在元认知策略,认知策略和社会/情感策略的使用上都出现显著差异。高分组学生更常使用听力策略。（3）接受一学期策略培训的实验组在第二次听力测试中,成绩显著高于没有接受策略培训的控制组。在同一被试组内,实验组学生在策略训练前后成绩变化显著,控制组的学生虽然成绩有所提高,但变化并不显著。以上调查与分析给高职院校听力教学带来以下启示:（1）提高学生的自主学习性,听力教学需转变传统的以教师为中心的教法,学生应该在听力课堂上扮演“主角”。（2）教师在策略培训中的作用。（3）增加学生的元认知策略的知识,帮助他们学会制订学习计划和评估自己的学习过程。

论文目录

  • ACKNOWLEDGEMENTS
  • ABSTRACT
  • 摘要
  • CHAPTER ONE INTRODUCTION
  • 1.1 BACKGROUND OF THE RESEARCH
  • 1.2 SIGNIFICANCE OF THE STUDY
  • 1.3 ORGANIZATION OF THE THESIS
  • CHAPTER TWO LITERATURE REVIEW
  • 2.1 REVIEW OF RELEVANT LITERATURE ON LISTENING COMPREHENSION
  • 2.1.1 Listening Comprehension Process
  • 2.1.1.1 Bottom-up Model
  • 2.1.1.2 Top-down Model
  • 2.1.2 Factors Affecting L2 Listening Comprehension
  • 2.2 REVIEW OF RELEVANT LITERATURE ON LEARNING STRATEGY
  • 2.2.1 Definitions of Learning Strategy
  • 2.2.2 Classification of Learning Strategy
  • 2.2.3 Related Studies on Specific Language Learning Strategy
  • 2.2.4 Goals of Strategy training
  • 2.2.5 Characteristics of Good Learners
  • 2.3 REVIEW OF RELEVANT LITERATURE ON LISTENING STRATEGY
  • 2.3.1 Classification of Listening strategy
  • 2.3.2 Studies of Listening Strategy abroad
  • 2.3.3 Studies of Listening Strategy in China
  • 2.3.4 Strategy Training in Listening Comprehension
  • 2.3.4.1 Researches into Listening Strategy Training
  • 2.3.4.2 Listening Strategy Training Model
  • CHAPTER THREE RESEARCH METHODOLOGY
  • 3.1 DESCRIPTION OF LISTENING INSTRUCTION IN SHANGHAI XINGJIAN HVC
  • 3.2 RESEARCH PURPOSE AND RESEARCH QUESTIONS
  • 3.3 RESEARCH DESIGN
  • 3.3.1 Participants
  • 3.3.2 Instruments
  • 3.3.2.1 Questionnaire
  • 3.3.2.2 Tests—Pre-test and post-test
  • 3.3.3 The Design
  • 3.3.4 Data Collection
  • 3.4 LISTENING STRATEGY TRAINING PROCESS
  • CHAPTER FOUR RESULTS AND DISCUSSIONS
  • 4.1 FREQUENCY OF LISTENING STRATEGY USE
  • 4.1.1 Frequency of Metacognitive Strategy Use
  • 4.1.2 Frequency of Cognitive Strategy Use
  • 4.1.3 Frequency of Social/affective Strategy Use
  • 4.2 DIFFERENCE BETWEEN HIGH-SCORE GROUP AND LOW-SCORE GROUP IN LISTENING STRATEGY USE
  • 4.2.1 Difference in Metacognitive Strategy Use
  • 4.2.2 Difference in the Use of Cognitive Strategies
  • 4.2.3 Difference in Social/affective Strategy Use
  • 4.3 EFFECTS OF LISTENING STRATEGY TRAINING
  • 4.3.1 Inter-group Listening Performance’s Difference in Pre-test
  • 4.3.2 Inter-group Listening Performance’s Difference in Post-test
  • 4.3.3 Intra-group Listening Performance’s Difference in Pre-and post Tests
  • CHAPTER FIVE CONCLUSION
  • 5.1 MAJOR FINDINGS OF THE RESEARCH
  • 5.2 IMPLICATIONS FOR HVC ENGLISH TEACHING AND LEARNING IN CHINA
  • 5.2.1 Promoting Learner Autonomy
  • 5.2.2 Teachers’Role in Strategy Training
  • 5.2.3 Raising Students’Metacognitive Awareness
  • 5.3 LIMITATIONS OF THE RESEARCH
  • BIBLIOGRAPHY
  • APPENDIX I 高职学生英语听力学习策略问卷调查
  • APPENDIX II PRE-TEST
  • APPENDIX III POST-TEST

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