一项基于CALL的互动听力教学的实证研究

论文摘要

大学英语教学改革的基本思想有两个方面——一是修订原有的教学大纲,制订新的《大学英语课程教学要求》,将原来的以阅读理解为主转变到以听说为主、全面提高综合应用能力上来;二是改革现有的教学模式,将单纯依靠课本、粉笔、黑板,老师讲、学生听的模式改变为计算机(网络)、教学软件、课堂教学三位一体、综合运用的个性化、主动式学习模式上来。本研究正是在这两个基本思想的指导下进行的,其目的是为了证实在互动听力的学习模式下加强对学习者的听力策略指导,和对听力材料的选择以及运用QQ进行交流这种教学方法是否可以改善学生的听力动机和改善学生听力策略的使用,从而提高学生的听力成绩。两个自然班的71名经贸专业的学生参加了本研究。其中一个班为实验组,另一个班为控制组。实验组的学生在自主学习中心学习听力。教学材料是全新版大学英语听说教材,新东方商务英语和新东方CNN互动英语教学软件部分内容的学习。该组学生在学习这些软件的同时在QQ上和同学进行口头和书面的交流。控制组的学生在多媒体教室接受播放全新版大学英语光盘的常规教学。两组学生均接受听力策略指导,并在实验前后都接受听力策略和听力动机的调查问卷。在实验前取得这两组学生的上学期期末考试听力部分的成绩。在对学生进行互动听力训练后用大学英语四级的听力题对两组学生进行考核。学生的学习日记用于了解学生策略使用、听力动机的情况。实验结果表明:(1)实验组学生的听力成绩比控制组有更显著的提高。(2)实验组学生的听力动机和听力策略的使用和控制组相比也有较为不同的改善。(3)实验组学生听力策略的运用、听力动机、听力水平的相关性与实验前相比有明显不同。以上研究结果表明作者的基于CALL的互动听力教学方式是切实可行的,能有效的改善学生听力策略的使用,能调动学生的听力动机,提高了学生的听力水平。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the present study
• 1.2 Purpose and significance of the present study
• 1.3 Organization of the dissertation
• Chapter Two Literature Review
• 2.1 Theory of CALL
• 2.1.1 Development stages of CALL
• 2.1.2 Theoretical support of CALL
• 2.2 Interactive listening based on CALL
• 2.2.1 Interactive listening
• 2.2.2 Interactive listening of CALL
• 2.3 Interactive listening of CALL and learner autonomy
• 2.3.1 Definition of Learner autonomy
• 2.3.2 Cultivating Learner autonomy through interactive listening of CALL
• 2.4 Interactive listening of CALL and listening motivation
• 2.4.1 Motivation and listening motivation
• 2.4.2 Classification of motivation and listening motivation
• 2.4.3 Effect of interactive listening of CALL teaching mode on listening motivation
• 2.4.4 Relationship between listening motivation and listening proficiency
• 2.5 Interactive listening of CALL and listening strategies
• 2.5.1 Definition of listening strategies
• 2.5.2 Classification of listening strategies
• 2.5.3 Strategy instruction
• 2.5.4 Relationship between Language Learning Motivation and Language Learning Strategies
• Chapter Three Research Methodology
• 3.1 Objectives and research questions
• 3.2 Participants
• 3.3 Instruments
• 3.3.1 Listening proficiency tests
• 3.3.2 Questionnaires
• 3.3.3 Learning diaries
• 3.3.4 SPSS Software
• 3.4 Research procedures
• 3.5 Data collection
• 3.5.1 Pilot study
• 3.5.2 Pre-test
• 3.5.3 Questionnaires
• 3.5.4 Strategy instruction
• 3.5.5 Learning diaries
• 3.5.6 Post-test
• Chapter Four Data Analysis and Discussions
• 4.1 Data analysis
• 4.1.1 Relationship between Listening strategy use and motivation in the new interactive listening of CALL mode
• 4.1.2 Relationship between Listening strategy use and proficiency in the new interactive listening of CALL mode
• 4.1.3 Relationship between Listening motivation and proficiency in the new interactive listening of CALL mode
• 4.1.4 Change tendency analysis of listening proficiency
• 4.1.5 Change tendency analysis of listening motivation
• 4.1.6 Change tendency analysis of listening strategy
• 4.2 Learning diaries analysis
• 4.3 Findings and discussions
• Chapter Five Conclusions and Implications
• 5.1 Conclusions
• 5.2 Implications
• 5.3 Limitations and further research
• Acknowledgements
• References
• Appendix 1 Article Published during M.A. Studies
• Appendix 2 Questionaire of Listening strategy
• Appendix 3 Questionnaires of Listening Motivation
• Appendix 4 Listening Scores and Strategy Scores for Pre-test
• Appendix 5 Listening Scores and Strategy Scores for Post-Test
• Appendix 6 Motivation Scores of the Control Group before Experiment
• Appendix 7 Motivation Scores of the Experimental Group before Experiment
• Appendix 8 Motivation Scores of the Control Group after Experiment
• Appendix 9 Motivation Scores of the Experimental group after Experiment
• Appendix 10 Motivation Scores and Listening Score of the Experimental Group before Experiment
• Appendix 11 Motivation Scores and Listening Scores of the Experimental Group after Experiment
• Appendix 12 Description of Strategy Instruction