隨著多模態(tài)在英語教學(xué)領(lǐng)域的廣泛運用,研究英語聽力中視覺輸入的理解機制具有相當重要的理論和實踐意義。為了促進視覺模態(tài)在高中英語聽力教學(xué)中的使用,為課堂教學(xué)的設(shè)計以及英語聽力教材的開發(fā)提供指導(dǎo)性原則,本研究探討了多模態(tài)輸入對高中生聽力理解的影響程度,不同視覺模態(tài)的本質(zhì)和影響效果以及多模態(tài)和學(xué)生語言水平之間的相互關(guān)系。需要解決的三個問題:(1)不同的模態(tài)組合對學(xué)生聽力理解的影響程度如何?(2)不同的模態(tài)輸入對高分組和低分組學(xué)生的影響如何?(3)不同主題材料的多模態(tài)輸入對學(xué)生的聽力理解會產(chǎn)生何種影響?(4)學(xué)生對多模態(tài)聽力教學(xué)的態(tài)度是怎樣的?本研究主要采用實驗研究法,將學(xué)生分為人數(shù)相等的三組,對照組是音頻組,實驗組一是音頻和圖片組,實驗組二是視頻組,借助PsychoPy 1.90.1和E-prime2.0.10這兩個軟件分別對三組學(xué)生進行聽力測試,記錄學(xué)生的正確率以及做題反映速度,從而獲悉不同模態(tài)組合對學(xué)生聽力理解的影響程度。然后進行問卷調(diào)查以及訪談,了解學(xué)生對多模態(tài)的看法以及對實驗的感受。三個研究方法的結(jié)果相互補充,相互支持。通過數(shù)據(jù)分析,本研究得出以下結(jié)論:(1)在三組實驗中,視頻組的成績...

【文章頁數(shù)】：81 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
ChapterⅠ Introduction
    1.1 Research Background
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
ChapterⅡ Literature Review
    2.1 Key Terms
        2.1.1 Listening Comprehension
        2.1.2 Mode
        2.1.3 Multimodality
    2.2 Theoretical Foundations
        2.2.1 Halliday’s Systemic Functional Linguistics
        2.2.2 Kress and van Leeuwen’s Visual Grammar
    2.3 Previous Studies at Home and Abroad
        2.3.1 Previous Studies on Multimodal Teaching Abroad
        2.3.2 Previous Studies on Multimodal Teaching at Home
    2.4 Summary
ChapterⅢ Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Experiment material
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data Collection
ChapterⅣ Results and Discussion
    4.1 Effects of Different Modalities on Students’Listening Comprehension
        4.1.1 Analysis of Different Modes
        4.1.2 Analysis of Students’Grand Scores
        4.1.3 Analysis of Students’Reaction Speed
    4.2 Effects of Multimodal Inputs on Higher and Lower Achievers’Listening Comprehension
        4.2.1 Analysis of Higher and Lower Achievers’Grand Scores
        4.2.2 Comparison of Scores between Higher and Lower Achievers
    4.3 Effects of Topics Combined with Multimodal Inputs on Students’Listening Comprehension
        4.3.1 Analysis of Scores for Listening Topics
        4.3.2 Analysis of Reaction Speed for Listening Topics
    4.4 Students’Attitudes Towards Multimodal Listening Teaching
        4.4.1 Analysis of Questionnaire
        4.4.2 Analysis of Interview
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Theoretical Implication
        5.2.2 Pedagogical Implication
    5.3 Limitation and Further Research
References
AppendixⅠ:Questionnaire
AppendixⅡ:Questions for Interview
AppendixⅢ:Listening Test
List of Tables
List of Figures
List of Abbreviations
Thesis Publishing During 2017-2019
Acknowledgements



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