聽(tīng)作為四項(xiàng)語(yǔ)言技能之一,在交流中充當(dāng)一個(gè)重要角色。聽(tīng)是重要的語(yǔ)言輸入,是習(xí)得其它三種語(yǔ)言技能的基礎(chǔ)。本研究以認(rèn)知心理學(xué)中圖式理論為出發(fā)點(diǎn),分析了外語(yǔ)聽(tīng)力過(guò)程的實(shí)質(zhì),指出聽(tīng)力理解過(guò)程是“自上而下”和“自下而上”兩種交互式圖式模式。并且著力探討高中英語(yǔ)聽(tīng)力教學(xué)與圖式的關(guān)系,并就如何將圖式理論應(yīng)用于聽(tīng)力教學(xué)提出了一些具體的建議與方法,如利用關(guān)鍵詞及上下文預(yù)測(cè)下文,看圖討論導(dǎo)入話(huà)題,激活與話(huà)題相關(guān)的背景知識(shí),引導(dǎo)學(xué)生對(duì)聽(tīng)力材料的內(nèi)容進(jìn)行預(yù)測(cè),以提高聽(tīng)力理解和聽(tīng)力教學(xué)效果。為此,本研究對(duì)溫州市某一重點(diǎn)中學(xué)高一學(xué)生展開(kāi)了為期一年的教學(xué)實(shí)驗(yàn),從前測(cè)、后測(cè)和兩次考試中收集數(shù)據(jù),并從調(diào)查問(wèn)卷和訪(fǎng)談等獲取了學(xué)生學(xué)習(xí)態(tài)度轉(zhuǎn)變,克服心理障礙,逐步掌握英語(yǔ)聽(tīng)力策略技巧的個(gè)體信息和整體狀態(tài)。結(jié)論表明,教師應(yīng)通過(guò)運(yùn)用圖式理論來(lái)指導(dǎo)聽(tīng)力教學(xué),學(xué)生掌握了一定的聽(tīng)力技巧,增強(qiáng)了對(duì)英語(yǔ)聽(tīng)力的自信心和興趣,提高了英語(yǔ)聽(tīng)力能力。因此,在高中英語(yǔ)聽(tīng)力教學(xué)中,教師應(yīng)當(dāng)幫助學(xué)生建立相關(guān)的背景知識(shí),增強(qiáng)預(yù)設(shè)能力,建立并激活相關(guān)圖式,應(yīng)用兩種信息處理方式,形成新的英語(yǔ)聽(tīng)力學(xué)習(xí)模式。在提出教學(xué)建議的同時(shí),希望本文的不足之處能在將來(lái)的研究中... 

【文章來(lái)源】：浙江大學(xué)浙江省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：65 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
中文摘要
Contents
Chapter 1 Introduction
    1.1 Research Background
        1.1.1 The Significance of Listening Comprehension
        1.1.2 The Inefficiency of Current Listening Teaching in Senior Middle School
        1.1.3 The Need for Finding Effective Teaching Models
    1.2 Research Questions
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Schema Theory
        2.1.1 Definition of Schema Theory
        2.1.2 Categories of Schema Theory
            2.1.2.1 Linguistic Schema
            2.1.2.2 Content Schema
            2.1.2.3 Formal Schema
    2.2 English Listening Teaching in High School
        2.2.1 The Goals of Listening Teaching Set by New English Curriculum Standar
        2.2.2 The Process of Listening Comprehension
        2.2.3 Main Factors Influencing Efficiency of Listening Comprehension
            2.2.3.1 Lack of Appropriate Materials
            2.2.3.2 Lack of Relevant Vocabulary and Background Knowledge
            2.2.3.3 Lack of Listening Strategies
    2.3 A Study of the Schema-based Listening Comprehension
        2.3.1 Functions of Schema in Listening Comprehension
        2.3.2 Limitations of Schema in Listening Comprehension
        2.3.3 Modes of Listening Process Concerning Schema Theory
            2.3.3.1 Bottom-up Mode
            2.3.3.2 Top-down Mode
            2.3.3.3 The Interactive Processing
    2.4 Research on Schema Theory in Listening Teaching
        2.4.1 Research on Schema Theory in Listening Teaching Abroad
        2.4.2 Related Research in China
Chapter3 Methodology
    3.1 Subjects
        3.1.1 Students
        3.1.2 Teaching Materials
    3.2 Methods in the Study
        3.2.1 Questionnaire
        3.2.2 Tests
        3.2.3 Interview
    3.3 Teaching Methods Used in the Experimental Class
        3.3.1 Methods of Activating Linguistic Schema
            3.3.1.1 Hint with Conjunctions
            3.3.1.2 Predictions by Tone
        3.3.2 Methods of Activating Content Schema
            3.3.2.1 Predictions by Given Words
            3.3.2.2 Activating Through Discussing the Theme of the Passage
            3.3.2.3 Activating Through Commenting on Pictures
        3.3.3 Methods of Activating Formal Schema
            3.3.3.1 Activating the Formal Schema of Narrative Texts
            3.3.3.2 Activating the Formal Schema of Argumentative Texts
            3.3.3.3 Activating the Formal Schema of Expository Texts
            3.3.3.4 Activating the Formal Schema of Specific Texts
Chapter4 Results and Discussion
    4.1 Results Analysis
        4.1.1 Analysis of the Questionnaire
            4.1.1.1 Difference of Current Situation in English Listening Learning
            4.1.1.2 Difference of Strategies Use in English Listening Learning
            4.1.1.3 Difference of Feedback on English Listening Teaching
        4.1.2 Analysis of the Subjects' Listening Scores
            4.1.2.1 The Analysis of the Subjects' Listening Scores of EC
            4.1.2.2 The Analysis of the Subjects' Listening Scores of CC
            4.1.2.3 The Statistical Comparison Between EC and CC
        4.1.3 The Results of the Interview
Chapter5 Conclusion
    5.1 Major Findings
        5.1.1 More Effective Schema-based Teaching Mode
        5.1.2 More Interesting Schema-based Teaching Mode
    5.2 Pedagogical Implications
    5.3 Limitations and Areas for Further Research
References
Appendix Ⅰ:Listening Questionnaire
Appendix Ⅱ:Listening Test （Pre-experiment）
Appendix Ⅲ:Listening Test（Post-experiment）


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