本文關(guān)鍵詞：圖式策略在大學(xué)英語聽力教學(xué)中的實證研究　出處：《西北民族大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 圖式理論 大學(xué)英語聽力 聽力理解能力

【摘要】：聽力理解能力對英語學(xué)習(xí)者來說是一項必不可少的技能,它對英語學(xué)習(xí)與日常交際均有非常重要的作用。聽力理解能力的提高不僅有利于提高學(xué)習(xí)者的英語綜合能力還有助于提高學(xué)習(xí)者的日常交際能力。然而,目前大部分的英語教學(xué)比較重視學(xué)習(xí)者寫作能力與閱讀能力的提高而忽視其聽力能力,同時,傳統(tǒng)的聽力教學(xué),即放聽力—聽聽力—對答案的英語聽力教學(xué)模式使學(xué)習(xí)者陷入一種被動的學(xué)習(xí)狀態(tài),大部分學(xué)生對英語聽力學(xué)習(xí)的興趣不高,英語聽力教學(xué)效率低下,針對該問題本文試分析圖式理論在大學(xué)英語教學(xué)中的作用,尋找一種更有效的大學(xué)英語聽力教學(xué)法。圖式理論強調(diào)背景知識在聽力理解過程中起著至關(guān)重要的作用,圖式分為三類:語言圖式、內(nèi)容圖式、形式圖式。圖式理論認(rèn)為,聽力理解是一種互動的信息加工模式,包括自下而上和自上而下兩種信息加工模式,基于這種模式,聽力理解的過程就是學(xué)習(xí)者的背景知識(學(xué)習(xí)者所具備的詞匯語法知識、對聽力材料所涉及的內(nèi)容的了解等)與學(xué)習(xí)者聽到的聽力材料相互作用的過程。在聽力理解的過程中,學(xué)習(xí)者需要激活自身的背景知識,并將背景知識與所聽到的聽力材料聯(lián)系起來來理解新的材料,學(xué)習(xí)者對背景知識的激活程度決定了其對聽力材料的理解深度,將圖式理論用到聽力理解的過程中,能夠使學(xué)習(xí)者的學(xué)習(xí)由被動的過程轉(zhuǎn)變?yōu)榉e極的過程。根據(jù)以上背景,本文主要研究一下三個問題:(一)圖式理論能否提高大學(xué)生學(xué)習(xí)英語聽力的興趣;(二)將圖式理論應(yīng)用到大學(xué)英語聽力教學(xué)中能否提高大學(xué)生英語聽力能力;(三)如果圖式理論應(yīng)用到大學(xué)英語聽力教學(xué)中能夠提高大學(xué)生的英語聽力水平,那么對哪類題型的提高效果最為顯著?本文以實驗法為主、以問卷調(diào)查法為輔,以西北民族大學(xué)2015級兩個非英語專業(yè)的平行班的學(xué)生為研究對象,將一個班定位控制班,另一個班定為實驗班,在對兩個班進(jìn)行為期16周的教學(xué)前分別以2015年6月的四級聽力對兩個班進(jìn)行測試,實驗班采用圖式理論的教學(xué)法,即對學(xué)生按照圖式的構(gòu)建、圖式的激活、圖式的構(gòu)建的進(jìn)行步驟教學(xué);而控制班采取傳統(tǒng)的教學(xué)法即放聽力、聽聽力、對答案的步驟進(jìn)行教學(xué),在16周的教學(xué)之后,再用2015年12月的四級聽力對兩個班進(jìn)行測試,最后用SPSS軟件的前后測成績進(jìn)行統(tǒng)計分析,通過分析來確定圖式理論應(yīng)用到大學(xué)英語聽力教學(xué)中能否提高大學(xué)生的英語聽水平;如果能提高,對哪類題型的作用更加明顯。再通過對實驗班和控制班的學(xué)生進(jìn)行問卷調(diào)查來了解他們對圖式理論的了解程度及情感態(tài)度的變化。通過這些研究進(jìn)一步證實了圖式理論對英語聽力教學(xué)有著重要的意義,無論是從對學(xué)生的聽力能力及學(xué)習(xí)興趣的提高上來講,還是從對教師的工作創(chuàng)新的角度上來講,圖式理論還有很大的研究空間。
[Abstract]:Listening comprehension is an essential skill for English learners. It plays a very important role in both English learning and daily communication. The improvement of listening comprehension is not only helpful to improve learners' comprehensive English competence but also to improve their daily communicative competence. At present, most of English teaching pays more attention to the improvement of learners' writing and reading ability, but neglects their listening ability. At the same time, traditional listening teaching. That is, listening listening-listening listening-listening to the answers of the English listening teaching model makes the learners into a passive learning state, most of the students in English listening learning interest is not high, English listening teaching efficiency is low. In view of this problem, this paper tries to analyze the role of graph theory in college English teaching. The schema theory emphasizes that background knowledge plays an important role in listening comprehension. Schema is divided into three categories: language schema and content schema. Formal schemata. Schema theory holds that listening comprehension is an interactive information processing model, including bottom-up and top-down information processing models, based on this model. The process of listening comprehension is the learners' background knowledge (vocabulary and grammar knowledge). The process of interaction between listening materials and listening materials. In the process of listening comprehension, learners need to activate their own background knowledge. Background knowledge is associated with listening materials to understand the new materials. Learners' activation of background knowledge determines the depth of their understanding of listening materials. Applying schema theory to listening comprehension can change learners' learning from passive to positive. This paper focuses on three questions: (1) whether schema theory can improve the interest of college students in learning English listening; (2) whether the schema theory can improve the listening ability of college students in college English listening teaching; (3) if schema theory is applied to college English listening teaching to improve the listening level of college students, which type of question type can improve the listening ability of college students most significantly? This paper is based on the experimental method, supplemented by questionnaire, and takes two parallel classes of non-English majors in Northwest University for nationalities in 2015 as the research object. One class is classified as the orientation control class and the other class as the experimental class. Before teaching the two classes for 16 weeks, the two classes were tested with CET-4 listening comprehension on June 2015. The experimental class adopted the schema theory teaching method, that is, the students were constructed according to the schemata. The activation of schemata and the construction of schemata; The control class adopted the traditional teaching method, that is, listening, listening, and teaching the steps of the answer. After 16 weeks of teaching, the two classes were tested with CET-4 on December 2015. Finally, through the statistical analysis of the pre-and post-test results of the SPSS software, it is determined whether the schema theory can be applied to college English listening teaching to improve the listening proficiency of college students. If you can improve. The students in the experimental class and the control class were investigated by questionnaire to find out their understanding of schema theory and the change of their affective attitude. Type theory is of great significance to English listening teaching. In terms of improving students' listening ability and learning interest, as well as the innovation of teachers' work, schema theory still has a lot of research space.
【學(xué)位授予單位】：西北民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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本文編號：1419790