“聽(tīng)”是語(yǔ)言學(xué)習(xí)過(guò)程中最初始的感知環(huán)節(jié)，是“說(shuō)、讀、寫”的前提和基礎(chǔ)。高考英語(yǔ)試題中聽(tīng)力部分為30分，占總分的20%，因此，提高聽(tīng)力能力意義重大。但受傳統(tǒng)語(yǔ)言教學(xué)模式的影響，聽(tīng)力課或是處于可有可無(wú)的狀態(tài)，或是多以被動(dòng)接受為主的陳舊的教學(xué)模式，學(xué)生只是聽(tīng)錄音、對(duì)答案、復(fù)聽(tīng)，教師很少提供與聽(tīng)力材料相關(guān)的背景知識(shí)的提示和解釋。從長(zhǎng)遠(yuǎn)看來(lái)，這種訓(xùn)練模式不但不會(huì)使學(xué)生聽(tīng)力水平有顯著的提高，還可能使學(xué)生在心理上產(chǎn)生挫敗感。實(shí)際上，聽(tīng)力理解應(yīng)是一種主動(dòng)參與的過(guò)程。學(xué)生想理解說(shuō)話者所說(shuō)內(nèi)容的，就要結(jié)合語(yǔ)境相關(guān)的背景知識(shí)，積極地去理解說(shuō)話者的意思。因此，想要使學(xué)生的聽(tīng)力理解能力和聽(tīng)力教學(xué)效果得到顯著提高，就必須探索一種更為有效的新的聽(tīng)力教學(xué)模式，并且在聽(tīng)力技巧方面給學(xué)生更多的指導(dǎo)。近些年，關(guān)于聽(tīng)力教學(xué)理論的研究顯示，圖式的激活有利于聽(tīng)力理解能力的提高。針對(duì)以上問(wèn)題與現(xiàn)狀，本文探討了基于圖式理論的高中英語(yǔ)聽(tīng)力教學(xué)模式對(duì)學(xué)生聽(tīng)力理解能力的影響效果，試圖幫助改善現(xiàn)有高中課堂中英語(yǔ)聽(tīng)力訓(xùn)練的傳統(tǒng)模式。本文作者在一中學(xué)對(duì)兩個(gè)班級(jí)（105名學(xué)生）進(jìn)行了為期十二周的實(shí)驗(yàn)。實(shí)驗(yàn)班采用基于圖式理論的教學(xué)模式進(jìn)行授課，訓(xùn)練... 

【文章頁(yè)數(shù)】：67 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of tables
List of abbreviation
Contents
Chapter 1 Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Outline of the thesis
Chapter 2 Literature Review
    2.1 Schema theory
        2.1.1 The concept of schema
        2.1.2 The classifications of schema
    2.2 Procedures of listening
        2.2.1 Pre-listening stage
        2.2.2 While-listening stage
        2.2.3 Post-listening stage
    2.3 Previous researches on application of schema theory in English teaching
Chapter 3 Research Design
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
    3.4 Procedure
    3.5 Experiment
        3.5.1 Model Used in CC
        3.5.2 Model Used in EC
    3.6 Data analysis
Chapter 4 Results and discussion
    4.1 The effect of the new teaching method on students’ listening competence
        4.1.1 Statistical description of the pre-test scores of EC and CC
        4.1.2 Statistical description of the post-test scores of EC and CC
    4.2 The effect of the new teaching method on students’ listening strategies
        4.2.1 Statistical description of the pre-questionnaire Investigation
        4.2.2 Statistical description of the post-questionnaire Investigation
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitation of the study and suggestion for future study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
攻讀學(xué)位期間取得的科研成果清單



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