非英语专业高职高专生的听力策略实证研究

论文摘要

一名成功的英语学习者应该掌握五项基本技能,即听、说、读、写、译。而在这五项技能中,听力在语言交流中的地位尤其重要。人们要通过听懂别人的意思,才能作出适当的回应,以此来达到交流的目的。但是听力对大部分英语学习者来说却是最难攻克的,因为它具有不可重复性。对于英语基础不太好的高职高专学生来说,英语听力的学习更是困难。因此听力教学对提高我国整个高等院校的英语教学水平和学生的英语实际运用能力具有重大意义。本文以辽宁对外经贸学院2009级入学的高职高专四个班级共106名新生为研究对象,每两个班级分别组成实验组和对照组,每组53名同学。根据其他学者的研究成果设计出了针对研究对象学习策略使用状况的调查问卷,研究发现在实验前两组学生在听力策略使用情况方面并无显著差异。接着对这两组学生的听力水平进行了实验前测,测试结果也表明两组学生在听力水平方面并无明显差异。两组学生前测成绩均不太理想,而且听力的填空部分得分偏低,超过65%的学生此题并未得分。为此,作者对实验组进行了为期十四周的听力策略的培训,包括有选择性注意、推理、拓展、记笔记和关键词。实验结束后,对两组学生进行了后测,后测成绩显示,在经过了十四周的听力策略培训后,实验组学生的听力水平比对照组学生有了显著的提高,尤其是听力填空题部分。最后,作者对实验组填空题部分前后两次测试成绩有明显提高的学生进行了访谈,从他们那里得知对A级考试中听力填空题部分最有效的听力策略是记笔记、有选择性注意、推理和关键词。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Background & Significance of the Research
• 1.2 Overall Structure of the Thesis
• Chapter 2 Literature Review
• 2.1 Review of Language Learning Strategy
• 2.1.1 Definitions of Learning Strategy
• 2.1.2 Characteristics of Learning Strategy
• 2.1.3 Classifications of Learning Strategy
• 2.1.4 Classifications of Listening Strategy
• 2.2 Previous Studies on Listening Strategy
• 2.2.1 Studies of Listening Strategy Abroad
• 2.2.2 Studies of Listening Strategy in China
• 2.3 Summary
• Chapter 3 Methodology
• 3.1 Research Questions
• 3.2 Participants
• 3.3 Instruments
• 3.3.1 A Questionnaire on Students' Listening Strategies
• 3.3.2 Listening Tests
• 3.3.2.1 The Introduction of PRETCO Level A
• 3.3.2.2 A Pre—test and Post—test on Students' Listening Ability
• 3.3.3 Interview
• 3.4 Experimental Procedures
• 3.5 Data Collection
• Chapter 4 Results and Discussion
• 4.1 Listening Strategy Training Process
• 4.1.1 Introduction to Listening Strategy Training Process
• 4.1.2 Case Studies on Listening Strategy Training Process
• 4.1.2.1 Listening Strategy Training on Selective Attention
• 4.1.2.2 Listening Strategy Training on Inferencing
• 4.1.2.3 Listening Strategy Training on Elaboration
• 4.1.2.4 Listening Strategy Training on Note-taking
• 4.1.2.5 Listening Strategy Training on Key Words
• 4.2 Results and Disculossion of the Questionnaire
• 4.2.1 Results of the Questionnaire
• 4.2.2 Discussion and Analysis of the Questionnaire
• 4.3 Results and Discussion ofthe Pre—test and Post-test
• 4.3.1 Results and Discussion of the Pre-test
• 4.3.2 Results and Discussion of the Post-test
• 4.4 Results and Discussion of the Interview
• 4.4.1 Interview Questions
• 4.4.2 Results and Discussion of Interview Questions
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Pedagogical Implications
• 5.2.1 Implications to EFL Teachers
• 5.2.2 Implications to EFL Learners
• 5.3 Limitations and Suggestions for Further Research
• References
• Appendix Ⅰ Questionnaire
• Appendix Ⅱ Listening Test One
• Appendix Ⅲ Listening Test Two
• Appendix Ⅳ Interview Questions
• Acknowledgements
• Resume