聽力是語言學習的一種重要的輸入方式,與語言學習成功與否密切相關。教育部對此很重視,在頒布的《大學英語教學指南》(2015)中對大學生英語聽力的應用能力提出了較高的要求。此外,英語聽力教學的線上加線下結合的教學模式被廣泛應用,其便利與好處不言而喻,但也存在著教師監(jiān)管不力,學生應付差事的現(xiàn)象。并且自2015年來,各高校逐步取消四級考試與學位證掛鉤,加上CET-4數據顯示近幾年來非英語專業(yè)大學生的英語聽力水平呈下降趨勢。通過研究綜述,本研究發(fā)現(xiàn)聽力焦慮與聽力水平呈現(xiàn)負相關,比如,陳艷君(2010)發(fā)現(xiàn)學習者焦慮越高,他們的聽力水平就越低。那么大學生英語聽力水平的下降或許與較高的焦慮相關。也有研究者,例如:Warr.P&Downing.J(2011),賈小楊(2013),陳小玲(2015),經過實證研究發(fā)現(xiàn)英語聽力學習策略教學能提升聽力水平,增加自信,間接地降低焦慮。但針對當下的新情況,新趨勢,本研究認為應再次探討聽力焦慮與聽力水平的關系,并且驗證英語聽力學習策略教學提升聽力水平,降低焦慮的可行性,以期對目前的大學英語聽力教學產生啟迪和幫助作用。因此,基于情感過濾假說,輸入假說和歸因理論...

【文章頁數】：128 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Causes of the Topic Selection
    1.3 Purpose of the Research
    1.4 Research Significance
        1.4.1 Theoretical Significance
        1.4.2 Practical Significance
    1.5 Structure of the Research
Chapter 2 Literature Review
    2.1 A Review of Listening Anxiety and Proficiency
        2.1.1 Definition of Listening and Listening Anxiety
        2.1.2 Characteristics of Listening and Anxiety of College Students
        2.1.3 Studies on Listening Anxiety and Comprehension
        2.1.4 Studies on Listening Anxiety and Proficiency
        2.1.5 Other Studies of Listening Anxiety and Proficiency
    2.2 A Review of Listening Learning Strategies(LLS)
        2.2.1 Definition of LLS
        2.2.2 Studies on LLS and Listening Anxiety
        2.2.3 Studies on LLS and Listening Proficiency
        2.2.4 Other Studies of LLS
    2.3 Summary and Comment
Chapter 3 Theoretical Framework
    3.1 Affective Filter Hypothesis
    3.2 Input Hypothesis
    3.3 Attribution Theory
    3.4 Summary
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Methods
    4.3 Subjects
    4.4 Research Instruments
        4.4.1 Questionnaires
        4.4.2 English Listening Proficiency Test
        4.4.3 Structured In-depth Personal Interview
        4.4.4 Spss17.0
    4.5 Research Procedure
        4.5.1 First Stage of Data Collection
        4.5.2 First Stage of Data Analysis
        4.5.3 Stage of Listening Strategies Instruction
        4.5.4 Second Stage of Data Collection and Analysis
    4.6 Summary
Chapter 5 Results and Discussions
    5.1 College Students’Listening Anxiety
        5.1.1 General Conditions of Listening Anxiety
        5.1.2 Anxiety Differences in Gender and Class
        5.1.3 Results from the Interview
        5.1.4 Summary
    5.2 Listening Proficiency in Pretest
    5.3 Correlations Between Listening Anxiety and Proficiency
        5.3.1 Results from Quantitative Data
        5.3.2 Results from the Interview
        5.3.3 Summary
    5.4 The Effectiveness of Listening Strategies Instruction
        5.4.1 Use Frequency of LLS Between EG and CG
        5.4.2 Listening Proficiency in Posttest
        5.4.3 Results from the Interview
        5.4.4 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Theoretical Implications
        6.2.2 Instructional Implications
    6.3 Limitations of the Present Research
    6.4 Suggestions for Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgements
Publications



本文編號：4028329