本文選題：克拉申輸入假說(shuō) + 初中英語(yǔ)聽(tīng)力教學(xué)�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：克拉申輸入假說(shuō)是英語(yǔ)教學(xué)被廣泛運(yùn)用的二語(yǔ)習(xí)得理論,在聽(tīng)力教學(xué)過(guò)程中,大學(xué)教師用的比較多,本研究把這一理論運(yùn)用到初中聽(tīng)力教學(xué),將有助于減負(fù)增效,提高英語(yǔ)聽(tīng)力課堂效率。本文論述了不同學(xué)者對(duì)于克拉申輸入假說(shuō)的理解與不同的觀點(diǎn),梳理了聽(tīng)力教學(xué)的常用方法與對(duì)應(yīng)策略,嘗試結(jié)合克拉申的理論與聽(tīng)力教學(xué)方法,找出最適合初中學(xué)生的聽(tīng)力教學(xué)方法與策略。筆者選用自己所在中學(xué)任教的兩個(gè)班級(jí)進(jìn)行實(shí)驗(yàn),其中實(shí)驗(yàn)班采用基于克拉申輸入假說(shuō)的初中英語(yǔ)聽(tīng)力教學(xué)方案,而對(duì)照班依然采用傳統(tǒng)的聽(tīng)力教學(xué)方法。本研究提出四個(gè)研究問(wèn)題:1.初中生會(huì)采用怎樣的聽(tīng)力方法?2.初中生的聽(tīng)力障礙會(huì)表現(xiàn)在哪些方面?3.基于克拉申輸入假說(shuō)的初中英語(yǔ)聽(tīng)力教學(xué)方案能提高實(shí)驗(yàn)班學(xué)生的聽(tīng)力成績(jī)?4.基于克拉申輸入假說(shuō)的初中英語(yǔ)聽(tīng)力教學(xué)方案能提高實(shí)驗(yàn)班男生、女生、優(yōu)等生及后進(jìn)生的聽(tīng)力成績(jī)?本研究對(duì)所有研究對(duì)象主要采用了問(wèn)卷調(diào)查法和測(cè)驗(yàn)法兩種不同的方法加以研究,并通過(guò)問(wèn)卷調(diào)查和前后測(cè)的數(shù)據(jù)搜集以分析實(shí)驗(yàn)班和對(duì)照班的成績(jī)是否在實(shí)驗(yàn)前后產(chǎn)生顯著差異。本研究發(fā)現(xiàn)初中生對(duì)待英語(yǔ)聽(tīng)力的態(tài)度是積極的,能夠主動(dòng)對(duì)待聽(tīng)力教學(xué),但是學(xué)生對(duì)聽(tīng)力中出現(xiàn)的知識(shí)點(diǎn)細(xì)節(jié)和關(guān)鍵詞理解有一定的問(wèn)題;學(xué)生對(duì)于英語(yǔ)聽(tīng)力有較高的興趣,對(duì)于語(yǔ)速、讀音、單詞辨析、注意力集中有信心,但他們對(duì)于長(zhǎng)句子聽(tīng)力理解和段落聽(tīng)力理解具有一定的困難;基于克拉申輸入假說(shuō)的初中英語(yǔ)聽(tīng)力教學(xué)方案可以提高學(xué)生的聽(tīng)力成績(jī)因?yàn)閷?shí)驗(yàn)后,實(shí)驗(yàn)班有了比較明顯的進(jìn)步,但對(duì)照班基本保持在原有的水平,沒(méi)有進(jìn)步;此外,除了優(yōu)等生以外,男女組別和后進(jìn)生的后測(cè)成績(jī)都產(chǎn)生顯著提高,因此,實(shí)驗(yàn)班后測(cè)聽(tīng)力成績(jī)的提高說(shuō)明了基于克拉申輸入理論的聽(tīng)力教學(xué)對(duì)提高學(xué)生聽(tīng)力能力起到了一定的作用。因此,運(yùn)用基于克拉申輸入假說(shuō)的初中英語(yǔ)聽(tīng)力教學(xué)方案進(jìn)行教學(xué)比傳統(tǒng)的教學(xué)法更有效,在教學(xué)過(guò)程中,采用這樣的新穎聽(tīng)力教學(xué)方法有助于提升英語(yǔ)課堂教學(xué)效果。
[Abstract]:Krashen's input hypothesis is a widely used second language acquisition theory in English teaching. In the process of listening teaching, college teachers use it more frequently. This study applies this theory to junior high school listening teaching, which will help to reduce burden and improve efficiency.Improve the efficiency of English listening class.This paper discusses the understanding and different viewpoints of different scholars on the Krashen input hypothesis, combs the common methods and corresponding strategies of listening teaching, and attempts to combine the theory of Krashen with the listening teaching methods.Find out the most suitable listening teaching methods and strategies for junior middle school students.The author chooses two classes in his middle school to carry on the experiment, among which the experimental class adopts the junior middle school English listening teaching scheme based on the Krashen input hypothesis, while the control class still adopts the traditional listening teaching method.This study raises four research questions: 1.What kind of listening method will junior high school students adopt?What aspects of junior high school students' hearing impairment will be manifested?The scheme of junior high school English listening teaching based on Krashen's input hypothesis can improve the listening scores of the students in the experimental class.Based on Krashen's input hypothesis, the listening teaching scheme of junior high school students can improve the listening scores of boys, girls, top students and underachievers in the experimental class.In this study, two different methods, questionnaire survey and test method, were used to study all the subjects.The results of questionnaire survey and data collection before and after the experiment were used to analyze whether the scores of the experimental class and the control class were significantly different before and after the experiment.The present study finds that junior high school students have a positive attitude towards English listening and can take the initiative in listening teaching. However, students have some problems in understanding the details and keywords in listening, and students have a high interest in English listening.They have confidence in the speed of speech, pronunciation, word discrimination and concentration, but they have some difficulties in listening comprehension of long sentences and paragraphs.The English listening teaching scheme based on Krashen's input hypothesis can improve the students' listening performance. After the experiment, the experimental class has made obvious progress, but the control class has basically remained at the original level, no progress has been made.In addition to the top students, the post-test results of both the male and female groups and those of the underachievers have improved significantly, so,The improvement of listening test results in the experimental class shows that listening teaching based on Krashen's input theory plays a certain role in improving students' listening ability.Therefore, it is more effective to use a new listening teaching method based on Krashen's input hypothesis than the traditional teaching method. In the process of teaching, this novel listening teaching method is helpful to improve the teaching effect of English classroom.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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