本文關(guān)鍵詞：學術(shù)聽力構(gòu)念研究

  更多相關(guān)文章： 學術(shù)聽力構(gòu)念 任務(wù)目標 任務(wù)要求 認知過程 語言能力

【摘要】：本文對基于能力與基于任務(wù)的聽力構(gòu)念研究方法進行了綜述，采用質(zhì)化量化相結(jié)合的研究方法驗證學術(shù)聽力構(gòu)念框架（ALC）。該構(gòu)念框架突出了任務(wù)與能力之間的交互性并論證認知過程可以被認作為體現(xiàn)學術(shù)聽力能力的指標。 共收集了187份有效教師問卷與204份有效學生問卷，錄入電腦，使用SPSS21.0進行主因子成分分析，并對從以上兩組數(shù)據(jù)提取的主因子進行分析和比較，從教師角度和學生角度探究學術(shù)聽力測試的任務(wù)要求。同時，從204個參與問卷調(diào)查的學生中抽取16位參與有聲思維數(shù)據(jù)的收集，他們在聽完一個小型學術(shù)講座后完成基于講座內(nèi)容提綱的填空題，之后分段復(fù)述同一講座。所有有聲思維數(shù)據(jù)通過軟件NVivo10.0進行謄錄與編碼，目的在于調(diào)查：1）考生的答題認知過程；2）任務(wù)目標與答題認知過程之間如何互動；3）不同能力考生在答題認知過程與復(fù)述過程中體現(xiàn)出來的差異。最后，對基于問卷因子分析的量化數(shù)據(jù)與基于有聲思維及復(fù)述的質(zhì)化分析數(shù)據(jù)進行相互印證。 研究結(jié)果表明：ALC構(gòu)念框架是個高度交互的模型，任務(wù)目標對體現(xiàn)能力水平的考生認知過程有直接影響。教師與學生問卷數(shù)據(jù)均表明學術(shù)聽力任務(wù)要求主要由宏觀及微觀語篇建構(gòu)、筆記記錄及語音識別這幾項因子構(gòu)成，，但幾項因子的排序不盡相同。質(zhì)化研究表明考生答題過程包括語音識別與選擇性注意，意義與語篇建構(gòu)及監(jiān)控這幾個認知過程�；趩柧碚{(diào)查數(shù)據(jù)的任務(wù)要求與基于有聲思維數(shù)據(jù)的認知過程能夠相互印證。不同能力考生在答題認知過程與復(fù)述過程中表現(xiàn)出來的差異主要體現(xiàn)在以下幾個方面：語音模式的識別，關(guān)鍵詞的捕捉，意義單位的聯(lián)結(jié)，新信息與現(xiàn)存語篇表征的整合，語境語義連貫性的建構(gòu)，證明認知過程可以被認作是學術(shù)聽力能力的內(nèi)在指標。以上發(fā)現(xiàn)能夠幫助學術(shù)聽力測試設(shè)計者更好地了解學術(shù)聽力構(gòu)念的本質(zhì)，幫助教師開展更為有效的學術(shù)聽力教學，幫助測試執(zhí)行者加強學術(shù)聽力測試使用的公平與公正性。
【關(guān)鍵詞】：學術(shù)聽力構(gòu)念 任務(wù)目標 任務(wù)要求 認知過程 語言能力
【學位授予單位】：上海外國語大學
【學位級別】：博士
【學位授予年份】：2014
【分類號】：H319
【目錄】：

• ACKNOWLEDGEMENTS4-6
• 中文摘要6-7
• ABSTRACT7-9
• LIST OF ACRONYMS9-10
• TABLES10-12
• FIGURES12-13
• TABLE OF CONTENTS13-18
• CHAPTER ONE INTRODUCTION18-29
• 1.1 The rationale of the current research18-25
• 1.1.1 Limited research in listening19-21
• 1.1.2 New challenges in academic listening research21-23
• 1.1.3 Gaps between requirement and reality23-24
• 1.1.4 Personal rationale24-25
• 1.2 Research focus and significance25-26
• 1.3 Structure of the dissertation26-28
• 1.4 Summary28-29
• CHAPTER TWO LITERATURE REVIEW29-73
• 2.1 Nature of academic listening29-38
• 2.1.1 Discourse structure31-36
• 2.1.1.1 Macro structure of academic lectures31-33
• 2.1.1.2 Discourse signaling cues33-35
• 2.1.1.3 Cognitive perspective of discourse structure35-36
• 2.1.2 Note-taking36-38
• 2.2 Importance of investigating construct38-40
• 2.3 Approaches to investigating academic listening construct40-59
• 2.3.1 The competence-based construct41-55
• 2.3.1.1 The sub-skill approach42-43
• 2.3.1.2 The strategy approach43-47
• 2.3.1.3 The cognitive approach47-54
• 2.3.1.4 Bridging result-oriented and process-oriented approaches54-55
• 2.3.2 Task-based construct55-59
• 2.4 Academic listening assessment59-66
• 2.4.1 International academic listening assessments59-60
• 2.4.2 Local academic listening assessments60-66
• 2.4.2.1 Task characteristics of TEM 8 academic listening61-63
• 2.4.2.2 The test format of TEM 8 academic listening63-66
• 2.5 A proposed construct framework for academic listening66-72
• 2.6 Summary72-73
• CHAPTER THREE RESEARCH METHODOLOGY AND METHODS73-113
• 3.1 Research methodology73-80
• 3.1.1 Positivism to interpretivism73-76
• 3.1.2 Mixed methods research—triangulation76-80
• 3.2 Research questions80-82
• 3.3. Research design and data collection82-112
• 3.3.1 Participants82-89
• 3.3.2 Research instruments89-95
• 3.3.2.1 Elicitation instruments89-95
• 3.3.2.2 Technical instruments95
• 3.3.3 Research process95-112
• 3.3.3.1 Questionnaire survey collection95-96
• 3.3.3.2 Qualitative data collection96-112
• 3.4 Summary112-113
• CHAPTER FOUR RESULTS113-178
• 4.1 The questionnaire survey113-130
• 4.1.1 Descriptive statistics113-118
• 4.1.1.1 Teachers113-115
• 4.1.1.2 Students115-118
• 4.1.2 Exploratory factor analysis118-129
• 4.1.2.1 Teachers118-123
• 4.1.2.2 Students123-129
• 4.1.3 Summary129-130
• 4.2 The test-taking TAPs130-152
• 4.2.1 An overview of test-takers’ test-taking cognitive processes130-132
• 4.2.2 The test-taking cognitive operation model132-137
• 4.2.3 Interaction between the task and cognitive processes137-152
• 4.3 The retelling protocols152-173
• 4.3.1 Participants’ overall cognitive operations in Phase 2152-155
• 4.3.2 Consistency between Phase 1 and Phase 2155-164
• 4.3.3 Comparison between a high-achiever and a low-achiever164-173
• 4.4 Interview data173-176
• 4.5 Summary176-178
• CHAPTER FIVE DISCUSSION178-209
• 5.1 Task demands178-181
• 5.2 Task targets and cognitive processes181-185
• 5.2.1 Levels of processing181-182
• 5.2.2 Linking task targets, task demands and cognitive processes182-185
• 5.3 Triangulation of task demands and cognitive processes185-186
• 5.4 Localized ALC model186-192
• 5.4.1 Features of the localized ALC model187-188
• 5.4.2 Further elaboration on the localized ALC model188-192
• 5.4.2.1 Decoding and selective attention189-190
• 5.4.2.2 Meaning and discourse construction190-191
• 5.4.2.3 Monitoring process191
• 5.4.2.4 Test-wiseness strategies191-192
• 5.5 Discrepancy in cognitive behavior between competence levels192-201
• 5.5.2 Decoding193-194
• 5.5.3 Selective attention194-195
• 5.5.4 Meaning construction195-200
• 5.5.5 Discourse construction200-201
• 5.6 Other aspects201-207
• 5.6.1 Retelling as a measure to assess academic listening construct202-203
• 5.6.2 Parsing complicated sentences203-204
• 5.6.3 Schema204-205
• 5.6.4 Working memory205-207
• 5.7 Summary207-209
• CHAPTER SIX IMPLICATIONS209-222
• 6.1 Implications for assessing academic listening209-215
• 6.1.1 Task format209-210
• 6.1.2 Task targets210-214
• 6.1.3 Integration of task types214
• 6.1.4 Extent of topical knowledge214-215
• 6.2 Implications for pedagogy215-221
• 6.2.1 Selective attention215-217
• 6.2.2 Meaning construction217-218
• 6.2.3 Discourse structure construction218-220
• 6.2.4 Paraphrase220-221
• 6.3 Summary221-222
• CHAPTER SEVEN CONCLUSION222-231
• 7.1 Verified ALC framework222-225
• 7.2 Answers to research questions225-227
• 7.3 Limitations of the current research227-229
• 7.3.1 The design of questionnaire228
• 7.3.2 Reliability and validity of the qualitative data228-229
• 7.3.3 Task type comparison229
• 7.4 Future development229-230
• 7.5 Summary230-231
• REFERENCES231-248
• APPENDIXES248-275

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