听力学习策略指导对听力理解的效用 ——一项基于复合式听写的研究

论文摘要

90年代以来,许多著名学者发表了关于学习策略的专著,提出了学习策略的界定和分类问题,并介绍了学习策略研究的新角度。策略培训就是研究新角度之一。由此,“策略培训”成为外语教育领域的研究新热点。在国内,已有学者开始做策略培训的研究,但这方面的研究并不多,也不够全面。因此,本研究从与任务相结合的策略培训角度,探讨了在自主学习环境下策略培训对提高学生听力学习中复合式听写成绩的效果,同时调查策略培训对学生策略使用情况的影响。本研究的样本是两个自然班的82名学生。把43人的班级作为实验班,另一个39人的班级作为控制班。这两个班的学生都是来自南京航空航天大学的理工科新生。他们的英语课由同一个老师教授。听力学习策略分成两部分向学生进行指导。本研究的实验工具有测验、问卷、学生的报告和访谈,它们用来研究学生成绩的变化和策略使用的变化。具体的研究问题如下:1.听力学习策略指导是否能提高学生在复合式听写中的成绩?2.听力学习策略指导是否能促进学生的策略使用?3.听力学习策略指导对具有不同听力水平的学生是否有不同的影响?在对实验结果进行分析后,本文作者得出以下结论:(1)策略指导对学生在复合式听写中的表现有一定促进作用;(2)策略指导可以使学生的策略使用有一定的提高;(3)从总体的数据来看,听力低水平的学生平均进步水平要比高水平的学生高一点。但在实验中仍然有不尽人意之处。根据实验中的这些发现,本文作者提出了在听力策略指导、教师培训和自主学习等方面的一些启示。

论文目录

• English Abstract
• Chinese Abstract
• Chapter One Introduction
• 1.1 Current Problems
• 1.2 Significance of the Research
• 1.2.1 Efficiency of English learning
• 1.2.2 Effects of strategy instruction on L2 achievement
• 1.2.3 A new perception on the teacher’s role
• 1.3 Rationale of the Present Research
• 1.3.1 Effects of strategy instruction on listening learning
• 1.3.2 Effects of strategy instruction on listening in autonomous learning environment
• 1.3.3 Relation of strategy instruction and listening task
• 1.4 Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Learning Strategies
• 2.1.1 The definitions of learning strategy
• 2.1.2 The classifications of learning strategies
• 2.1.3 Previous studies of learning strategy
• 2.1.4 Learning strategy in listening comprehension
• 2.1.4.1 Features of listening comprehension
• 2.1.4.2 Listening strategy
• 2.1.5 Previous studies of listening comprehension strategy
• 2.1.5.1 Studies of listening comprehension strategies in forein countries
• 2.1.5.2 Studies of listening comprehension strategies in China
• 2.2 Strategy Instruction
• 2.2.1 The definitions of strategy instruction
• 2.2.2 Goals of strategy instruction
• 2.2.3 Models and steps of strategy instruction
• 2.2.4 Previous studies of strategy instruction
• 2.2.5 Previous studies of listening strategy instruction
• 2.2.5.1 Previous studies of listening strategies instruction in foreign countries
• 2.2.5.2 Previous studies of listening strategies instruction in China
• 2.2.6 Strategy instruction in autonomous learning
• 2.3 The Limitations of Previous Research
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Listening Strategy Instruction
• 3.3.1 Contents of strategy instruction
• 3.3.2 Reasons for choosing these strategies in instruction
• 3.4 Instruments
• 3.4.1 Quantitative research and qualitative research
• 3.4.2 Listening tests
• 3.4.3 Questionnaires
• 3.4.4 Learning reports
• 3.4.5 Interviews
• 3.5 Procedures of Data Collection
• 3.5.1 Pre-test of compound dictation
• 3.5.2 Pre-Questionnaires about students’belief and use of learning strategy
• 3.5.3 Strategy Instruction
• 3.5.4 Post-test of compound dictation
• 3.5.5 Post-questionnaire about variations of students’strategy use
• 3.5.6 Learning reports written by students
• 3.5.7 Interviews to the selected students
• Chapter Four Data Analysis
• 4.1 Questionnaires before Strategy Instruction
• 4.1.1 Models of students’belief and use of learning strategy
• 4.1.2 Comparison between experimental group and control group
• 4.2 Results of Pre-test
• 4.3 Results of Post-test
• 4.3.1 Comparison of the results of post test
• 4.3.2 Comparison between pre-test and post-test of experimental and control groups
• 4.4 Questionnaires after Strategy Instruction
• 4.4.1 Use of “on-line”strategies
• 4.4.2 Use of “macro-strategies”
• 4.4.3 Feedbacks about instruction effects
• 4.5 Comparison between Students with Different Listening Proficiency
• 4.6 Analysis of Students’Learning Reports
• 4.7 Results of Interviews
• Chapter Five Discussion and Conclusion
• 5.1 Discussion
• 5.1.1 Effects of learning strategy instruction on improving students' listening performance in compound dictation
• 5.1.2 Effects of learning strategy instruction on enhancing students' use of strategies in listening activities
• 5.1.3 Effects of learning strategy instruction on students with different listening proficiencies
• 5.2 Conclusion
• Chapter Six Implication, Limitation and Further Research
• 6.1 Pedagogical Implications
• 6.1.1 Implications for listening instruction
• 6.1.2 Implications for teacher training
• 6.1.3 Implications for autonomous learning
• 6.2 Limitations and Further Research
• References
• Appendices
• Appendix I The Examination Paper of Pre-test
• Appendix II The Examination Paper of Post-test
• Appendix III Pre-questionnaire for Belief of Learning Strategy Use
• Appendix IV Pre-questionnaire for Strategy Use
• Appendix V Post-questionnaire
• Appendix VI Outline of Learning Report
• Appendix VII Outline of Interview
• Appendix VIII Pre-test Score
• Appendix IX Post-test Score
• Appendix X Descriptive Statistics of the Pre-questionnaire for Belief
• Appendix XI Descriptive Statistics of Pre-questionnaire for Strategy Use
• Appendix XII Descriptive Statistics of Post-questionnaire
• Publications