英语专业学生课外视听情况调查研究

论文摘要

对于英语专业学生来说,听力理解能力一直是困扰他们的难题。英语听力课时非常有限,课外视听是英语专业学生提高听力水平的有效途径。本文采用定量和定性相结合的研究方法,通过问卷调查的形式,旨在了解英语专业学生课外视听情况。通过面谈的形式,了解不同个体课外视听情况,分析学生课外视听时间与听力理解水平及整体英语水平之间的相互关系。通过分析研究,探讨提高英语听力水平的有效学习方式,以期引起英语学习者对于听的重视。通过对青岛理工大学63名英语专业学生课外视听问卷调查,了解研究对象课外视听时间,材料选择,视听策略,视听目的作用等,分析课外视听对学习者听力理解能力的影响。运用交股模型与词汇发生器模型理论,阐述课外视听质量在听力理解中的重要作用。研究显示:单纯的泛听并不能带来听力理解的显著提高。研究结果表明,被调查的63名学生不仅用于课外视听的时间较少;而且在视听材料的选择上严重存在应试倾向,其课外视听缺乏系统性,视听伴随训练缺乏多样化,局限于模仿、娱乐等;课外视听的量与听力理解能力及其整体英语水平并未达到统计意义上的绝对相关性。课外视听现状调查对今后选择合适的视听材料,丰富学生视听伴随练习,进而提高课外视听活动效果有着重要意义。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Problem
• 1.1.1 The Problems on the Former Study of Listening
• 1.1.2 The Problems That May Encounter in This Research
• 1.2 Research Questions and Objectives
• 1.2.1 Research Questions
• 1.2.2 Objectives
• 1.3 Topic of Research and Hypotheses
• 1.4 Significance of the Study
• 1.5 Overall Structure of the Thesis
• Chapter 2 Theoretical Framework and Related Literature
• 2.1 Theoretical Framework
• 2.1.1 Introduction
• 2.1.2 Krashen's Input Hypotheses
• 2.1.3 Schema Theory
• 2.1.4 Bottom-up and Top-down Processing
• 2.1.5 Aural Input and Memory Models
• 2.1.6 Learning Strategies in Listening Comprehension
• 2.2 Related Literature
• 2.2.1 Introduction
• 2.2.2 The Importance of Listening
• 2.2.3 Logogen model and Cohort Model
• 2.2.4 Krashen and His Monitor Model Hypothesis
• 2.2.5 The Hurier Model of Listening Behavior
• 2.2.6 Aural Input and Information Processing
• 2.2.7 The Priority of Listening
• 2.3 Summary
• Chapter 3 Method
• 3.1 Introduction
• 3.2 Participants
• 3.3 Questionnaire
• 3.4 Design and Data Analysis
• 3.4.1 Data Collecting
• 3.4.2 Data Analysis
• Chapter 4 Results
• 4.1 Introduction
• 4.2 Extracurricular Audio-visual Practice of English Majors
• 4.2.1 Time Spent on Extracurricular Audio-visual Practice of English Majors.
• 4.2.2 Extracurricular Audio-visual Practice Materials Selection
• 4.2.3 The Correlation Among Three Variables
• Chapter 5 Discussion
• 5.1 Introduction
• 5.2 The Existing Conditions of Extracurricular Audio-visual Practice
• 5.3 The Correlation among Three Variables
• Chapter 6 Conclusion
• 6.1 Summary
• 6.2 Validity and Reliability
• 6.3 Limitations and Further Research
• References
• Appendix
• Published Paper
• Acknowledgements