基于Anderson认知理论对英语听力理解困难研究

论文摘要

在英语听说读写译五项技能中，听力作为一种输入,是获得信息的一个主要途径，随着听力理解在各类考试中被纳入考查内容，学生在听力理解中的困难逐渐引起家长、学生、教师及研究人员的关注。本论文是针对不同层次的学生在听力理解中存在的困难，基于Anderson的认知三段论进行的研究。本次采用了问卷调查的形式就102名不同层次的学生的困难进行了研究，其中34名高中生来自太原长安高中，35名大学生和33名研究生来自中北大学。本论文的研究目标是：1）不同层次的学生在听力理解中主要困难处于哪一个阶段，感知、解析还是运用阶段；2）不同层次的学生在同一阶段听力理解中出现的困难有什么不同；3）在听力理解困难上男性和女性是否存在差异性。以Anderson的三阶段认知理论为指导，通过定量数据分析研究结果为：1）在听力理解过程中，所有学生在感知、解析和运用阶段均存在困难，其中在感知、解析和运用阶段的困难比例分别为：52.94%、59.44%和46.32%。其中在感知和解析阶段均存在很大的困难；2）在听力理解每一个认知阶段，不同层次学生存在的问题差异不大。在感知阶段，高中生、大学生和研究生的困难比例分别为45.42%、59.68%和53.54%；在解析阶段，高中生、大学生和研究生的困难比例分别为49.63%、64.29%和64.39%；在运用阶段，高中生、大学生和研究生的困难比例分别为44.85%、48.57%和45.45%。不同层次学生存在的困难并没有随着层次的变化而有所改变。3）在听力理解困难上男性和女性存在的差异性不明显。在感知阶段，男性和女性的困难比例分别为：48.86%和57.91%；在解析阶段，男性和女性的困难比例分别为：52.75%和65.87%；在运用阶段，男性和女性的困难比例分别为：45.50%和47.12%。女性存在的困难要略高于男性。通过数据的分析，为了帮助学生发现困难，进而解决困难。我们提出以下建议：1）培养听者在听力理解过程中的“理解”意识；2）培养听者在听力理解过程中的“记忆”意识；3）培养听者综合考虑听力理解中的困难。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Table of Contents
• Chapter Ⅰ Introduction
• 1.1 Importance of listening in language learning
• 1.2 Purposes and significance of the listening comprehension study
• 1.3 Organization of the thesis
• Chapter Ⅱ Literature Review
• 2.1 Definitions of listening
• 2.2 Essence of listening comprehension
• 2.3 Definitions of listening comprehension
• 2.4 A cognitive perspective on listening comprehension
• 2.4.1 Reasons for adopting cognitive theory
• 2.4.2 Cognitive theories related to listening comprehension
• 2.5 Theories of listening comprehension
• 2.5.1 Bottom-up and top-down processing
• 2.5.2 Anderson’s three-phase model
• 2.6 Factors involved in the L2 listening comprehension difficulty
• 2.6.1 L2 listening comprehension difficulties caused by spoken language
• 2.6.2 L2 listening comprehension difficulties from listeners’ perspective
• 2.7 A review of empirical studies on listening comprehension difficulties
• 2.7.1 Foreign studies studies on listening comprehension difficulties
• 2.7.2 Domestic studies on listening comprehension difficulties
• Chapter Ⅲ Methodology
• 3.1 Objectives of the study
• 3.2 Research design
• 3.2.1 Subjects
• 3.2.2 Instrument
• 3.2.3 Data collection and analysis
• Chapter Ⅳ Results and Discussion
• 4.1 Listening comprehension difficulty to students of different levels
• 4.1.1 Senior high school students
• 4.1.1.1 Listening comprehension difficulty in perception
• 4.1.1.2 Listening comprehension difficulty in parsing
• 4.1.1.3 Listening comprehension difficulty in utilization
• 4.1.2 College Students
• 4.1.2.1 Listening comprehension difficulty in perception
• 4.1.2.2 Listening comprehension difficulty in parsing
• 4.1.2.3 Listening comprehension difficulty in utilization
• 4.1.3 Postgraduate Students
• 4.1.3.1 Listening comprehension difficulty in perception
• 4.1.3.2 Listening comprehension difficulty in parsing
• 4.1.3.3 Listening comprehension difficulty in utilization
• 4.1 4 A conclusion to difficulty in listening comprehension to students of different phases
• 4.1.4 1 Listening comprehension difficulty to overall students in perception
• 4.1.4 2 Listening comprehension difficulty to overall students in parsing
• 4.1.4 3 Listening comprehension difficulty to overall students in utilization
• 4.1.4 4 A conclusion to difficulty in listening comprehension to overall students
• 4.2 Listening comprehension difficulty in the same phase
• 4.2.1 Listening comprehension difficulty in perception
• 4.2.2 Listening comprehension difficulty in parsing
• 4.2.3 Listening comprehension difficulty in utilization
• 4.2.4 A conclusion to listening comprehension difficulty in the same phase
• 4.3 Gender difference
• 4.3.1 Listening comprehension difficulty in perception
• 4.3.2 Listening comprehension difficulty in parsing
• 4.3.3 Listening comprehension difficulty in utilization
• 4.3 4 A conclusion to difficulty in listening comprehension to gender difference
• Chapter Ⅴ Conclusion
• 5.1 Main findings of the study
• 5.2 Pedagogical implications
• 5.2 1 Cultivating listeners’ awareness of “understanding” in listening comprehension
• 5.2 2 Cultivating listeners’ awareness of “remembering” in listening comprehension
• 5.2 3 Cultivating listeners’ awareness of comprehensive consideration of listening difficulties
• 5.3 Limitations of the study
• Bibliography
• Appendix
• Papers Published During MA Program