會話含義理論由Grice于20世紀70年代提出并廣泛應用于語言教學與研究的各個領域。而聽說課程在藝術類大學英語課程中也被視為重要環(huán)節(jié)之一。近幾年,國內(nèi)外許多研究者將會話含義理論引入英語聽說教學。但這類研究多數(shù)停留在會話含義理論指導聽力教學的實證性研究。行動研究以聚焦問題、提出方案、實施方案、評價成效的螺旋上升的發(fā)展過程為依托,旨在解決課堂教學中的實際問題。朗文交互英語是一套以視頻教學為主的綜合技能教程,該教程針對聽力、口語、語法、詞匯、語音、閱讀等各方面內(nèi)容進行講解和訓練。因教學與應試的需要,本文旨在提高藝術類學生英語聽說能力的前提下,更加有針對性的幫助學生在高等學校英語應用能力考試聽力測試中取得更好的成績,因而本文側(cè)重研究會話含義理論在藝術類大學英語聽力教學的行動研究。本研究以會話含義理論為基礎,行動研究中采用定性與定量相結(jié)合的方法,旨在回答如下三個問題:（1）藝術類大學生的英語聽說能力存在哪些方面的問題?（2）會話含義理論在藝術類大學英語聽說課程中的應用效果如何?（3）師生對會話含義理論指導下的大學英語聽說課程有哪些反饋?本研究選取沈陽師范大學2016級一個藝術類本科生班級（39人... 

【文章來源】：沈陽師范大學遼寧省

【文章頁數(shù)】：124 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance and Purpose of the Study
    1.3 Overview of the Study
Chapter 2 Literature Review
    2.1 Conversational Implicature Theory
        2.1.1 Definition of Conversational Implicature
        2.1.2 Development of Conversation Implicature Theory
        2.1.3 Characteristics of Conversational Implicature Theory
    2.2 Action Research
        2.2.1 Definition of Action Research
        2.2.2 Characteristics of Action Research
        2.2.3 Procedures of Action Research
        2.2.4 Methods of Action Research
    2.3 College English Listening and Speaking Teaching for Art Majors
        2.3.1 College English Listening Teaching for Art Majors
        2.3.2 College English Speaking Teaching for Art Majors
    2.4 Relationship Between Conversational Implicature Theory and Teaching inListening and Speaking
        2.4.1 Related Research Abroad
        2.4.2 Related Research at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Participants
        3.2.2 Instruments
        3.2.3 Procedures
    3.3 Data Collection
        3.3.1 The Quantitative Data
        3.3.2 The Qualitative Data
Chapter 4 Results and Discussions
    4.1 Overall Description of Students’ Performances
        4.1.1 Results and Discussions of Questionnaire
        4.1.2 Results and Discussions of Video Observations
    4.2 Overall Description of Teaching Effectiveness
        4.2.1 Results and Discussions of Tests in Listening
        4.2.2 Results and Discussions of Tests in Speaking
    4.3 Overall Description of the Feedback
        4.3.1 Results and Discussions of Interview
        4.3.2 Results and Discussions of Teaching and Learning Logs
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
Appendix1
Appendix2
Appendix3
Appendix4
Appendix5
Appendix6
Resume



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