对高中英语听力策略的调查研究

论文摘要

听位于听、说、读、写四项基本技能之首,但在我国由于各种原因,很长时间以来我国中学英语教学中并没有把对学生听的技能的培养与训练放到足够重视的位置。传统英语听力教学方法导致学生不知道如何有效地听英语。随着我国教育体制改革的不断深入,越来越多的教育工作者将他们原有的教学重心由语言本身转向了语言能力的培养,听力的重要性开始逐步受到广大英语教师的重视。《福建省普通高中新课程教学要求》要求：使学生能用良好的学习策略控制自己的学习过程,成为一个能够真正独立学习的人是教学工作的一项重要任务。目前怎样有针对性地对高中学生的听力进行训练,使学生具有听的策略意识,真正帮助学生提高听的能力的实证研究还很少。基于这样的背景,本论文对高一学生做了一次实验研究,主要探讨听力策略的训练是否有助于中学生听力水平的提高以及听力策略是否可训练。希望最终能从研究中找到一条适合高中英语听力教学的有效方法。通过实验研究,本论文得出的基本结论是：1.听力理解的学习策略训练有助于提高学生的听力理解的水平。2.听力训练增强了学生使用学习策略的意识。3.在教师指导下,以学习者为主的多种课堂训练模式是听力理解学习策略训练的有效途径。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Table of Contents
• Chapter One Introduction
• 1.1 Background of the present study
• 1.2 Overview of this thesis
• Chapter Two Literature Review
• 2.1 Definition and classification of learning strategies
• 2.1.1 Definitions of listening, listening comprehension and learning strategies
• 2.1.2 Classification of learning strategies
• 2.2 Correlated factors affecting listening comprehension
• 2.2.1 Speaker
• 2.2.2 Listeners
• 2.2.3 Materials and physical setting
• 2.2.4 The listening process
• 2.3 Necessity for listening strategies for high school students
• 2.4 An approach to design strategy training
• 2.5 Researches on learning strategies and listening strategies training
• 2.5.1 Bialystok's study
• 2.5.2 O'Malley et al.'s study
• 2.5.3 Chamot et al's study
• 2.5.4 Thompson and Rubin's study
• 2.5.5 Schwartz's study
• Chapter Three Research Design
• 3.1 Subjects
• 3.2 Research questions
• 3.3 Theoretical background
• 3.4 Instruments
• 3.4.1 Tests for listening
• 3.4.2 First questionnaire:listening strategy survey in the beginning
• 3.4.3 Pre-test
• 3.4.4 Second questionnaire:listening strategy survey in the end
• 3.4.5 Post-test
• 3.5 Procedure
• 3.6 Results
• 3.6.1 The results in the survey questionnaires
• 3.6.2 Test score comparison
• 3.6.3 Students' comments on listening strategy training
• Chapter Four Strategy Training in Listening Comprehension
• 4.1 Strategy training
• 4.1.1 Teacher's role as a trainer of strategies
• 4.1.2 Strategy training in language class
• 4.2 Typical sections on training of listening strategies
• 4.2.1 Inference
• 4.2.2 Note-taking
• 4.2.3 Self-monitoring
• 4.2.4 Prediction
• Chapter Five Conclusions
• 5.1 Summary of the research
• 5.2 Limitations of the research
• 5.3 Pedagogical implications
• 5.3.1 Implications for future senior middle school English teaching
• 5.3.2 Strategy training in other courses
• 5.3.3 Communicative competence as one of the main teaching goals
• References
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Appendix E
• Appendix F
• Acknowledgements