本文選題：大學(xué)生 + 英語(yǔ)聽力��； 參考：《江南大學(xué)》2017年碩士論文

【摘要】：隨著教育全球化時(shí)代的到來(lái),世界范圍內(nèi)被廣泛使用的英語(yǔ)是大學(xué)生的必修課程。英語(yǔ)聽力作為口語(yǔ)的核心素養(yǎng),不僅是衡量學(xué)習(xí)者參與國(guó)際文化交流的首要指標(biāo),而且是大學(xué)英語(yǔ)課程與教學(xué)的重中之重。長(zhǎng)期以來(lái),中國(guó)大學(xué)生的英語(yǔ)聽說(shuō)水平仍有待改善,雖然相關(guān)學(xué)者對(duì)大學(xué)英語(yǔ)聽力教與學(xué)的改革進(jìn)行了不懈努力的研究,但由于語(yǔ)言復(fù)雜性、英語(yǔ)聽力材料多樣性、學(xué)生個(gè)體差異性等,非英語(yǔ)專業(yè)學(xué)習(xí)者容易在英語(yǔ)聽力學(xué)習(xí)中產(chǎn)生不同的學(xué)習(xí)阻力。鑒于此,本文通過(guò)量化和質(zhì)性研究方法對(duì)非英語(yǔ)專業(yè)大學(xué)生的英語(yǔ)聽力學(xué)習(xí)阻力進(jìn)行歸因,在理論基礎(chǔ)上積極探尋具有借鑒性的應(yīng)對(duì)策略,對(duì)促進(jìn)當(dāng)下英語(yǔ)聽力課程改革的發(fā)展具有重要的研究意義。本文主要從五大部分展開研究。首先,分析了本研究的選題緣由、研究意義、目標(biāo)和研究設(shè)計(jì)方案,并重點(diǎn)總結(jié)了國(guó)內(nèi)外關(guān)于英語(yǔ)聽力學(xué)習(xí)阻力的相關(guān)研究成果。其次,介紹了信息加工、第二語(yǔ)言習(xí)得、具身認(rèn)知及統(tǒng)覺(jué)學(xué)習(xí)等理論,以此作為論文進(jìn)一步研究的理論基礎(chǔ)。再次,從研究總體設(shè)計(jì)層面入手,分別闡述了通過(guò)問(wèn)卷調(diào)查與質(zhì)性研究分析得出的我國(guó)非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)聽力學(xué)習(xí)發(fā)展?fàn)顩r的關(guān)鍵因素。然后,基于深入的實(shí)證研究結(jié)果,具體分析了當(dāng)下我國(guó)非英語(yǔ)專業(yè)大學(xué)生聽力學(xué)習(xí)阻力關(guān)鍵因素的成因。最后,全面概括了大學(xué)生英語(yǔ)聽力學(xué)習(xí)的基本特征,并在分析目前大學(xué)生英語(yǔ)聽力學(xué)習(xí)現(xiàn)實(shí)困境的基礎(chǔ)上,提出了聽力學(xué)習(xí)阻力應(yīng)對(duì)策略。通過(guò)研究發(fā)現(xiàn),非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)聽力學(xué)習(xí)阻力在性別、年級(jí)、專業(yè)與生源地上存在顯著性差異。從整體情況而言,非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)聽力學(xué)習(xí)阻力知覺(jué)水平處于一般范圍內(nèi)。通過(guò)調(diào)查表明,大多數(shù)大學(xué)生主要存在三類學(xué)習(xí)阻力:其一,聽力知識(shí)存蓄阻力,主要包括語(yǔ)音音素的辨音能力相對(duì)較弱,對(duì)詞匯的輸入與理解比較單一,詞法與句法結(jié)構(gòu)意識(shí)較為匱乏;其二,聽力統(tǒng)覺(jué)感知阻力,重點(diǎn)指向聽力信息的感知受注意偏向影響,聽力信息的短暫獲得性記憶零碎,母語(yǔ)思維對(duì)聽力思維產(chǎn)生負(fù)遷移;其三,聽力情緒調(diào)控阻力,要點(diǎn)涵括焦慮的情緒擾亂聽力信息正常接收,負(fù)性自動(dòng)化思維助長(zhǎng)不自信的心理,自我提高內(nèi)驅(qū)力缺失阻擾聽力學(xué)習(xí)�；谝陨险{(diào)查分析提出以下應(yīng)對(duì)策略:其一,聽力知識(shí)存蓄阻力應(yīng)對(duì)策略,蘊(yùn)含在語(yǔ)境中辨聽語(yǔ)音語(yǔ)調(diào)意義,在圖式庫(kù)中構(gòu)建詞匯網(wǎng)絡(luò)圖,利用構(gòu)式掌握語(yǔ)法規(guī)則系統(tǒng);其二,聽力統(tǒng)覺(jué)感知阻力應(yīng)對(duì)策略,包括重視對(duì)聽力信息的選擇性注意、強(qiáng)化對(duì)聽力信息的短時(shí)記憶力、生成領(lǐng)會(huì)聽力信息的英語(yǔ)思維;其三,聽力情緒調(diào)控阻力應(yīng)對(duì)策略,包含明確自我認(rèn)知并堅(jiān)持分層學(xué)習(xí),保持正確歸因與積極心理暗示,體驗(yàn)聽力語(yǔ)言情境并寓趣于學(xué)。
[Abstract]:With the arrival of the era of educational globalization, English, which is widely used in the world, is a compulsory course for college students. As the core accomplishment of oral English listening is not only the primary index to measure learners' participation in international cultural exchange but also the most important part of college English curriculum and teaching. For a long time, the level of English listening and speaking of Chinese college students still needs to be improved. Although relevant scholars have made unremitting efforts to study the reform of college English listening teaching and learning, due to language complexity, English listening materials are diverse. Non-English majors tend to have different learning resistance in English listening learning due to their individual differences. In view of this, this paper, by means of quantitative and qualitative research, ascribes to the resistance of non-English majors English listening learning, and actively explores the relevant coping strategies on the theoretical basis. It is of great significance to promote the development of English listening curriculum reform. This paper mainly from five parts of the study. First of all, the thesis analyzes the reason, significance, goal and design of the research, and summarizes the research results of English listening resistance both at home and abroad. Secondly, the theories of information processing, second language acquisition, personal cognition and apperception learning are introduced as the theoretical basis for further research. Thirdly, starting with the overall design of the study, this paper expounds the key factors of the development of non-English majors' English listening learning in China through questionnaire survey and qualitative analysis. Then, based on the results of in-depth empirical research, this paper analyzes the causes of the key factors of listening resistance of non-English majors in China. Finally, the basic characteristics of college students' English listening learning are summarized, and on the basis of analyzing the current difficulties of college students' English listening learning, the author puts forward the strategies of coping with listening resistance. It is found that there are significant differences in English listening resistance among gender, grade, major and student. On the whole, the level of English listening resistance perception of non-English majors is in the general range. The investigation shows that the majority of college students have three kinds of learning resistance: first, the ability of phoneme recognition is relatively weak, and the input and comprehension of vocabulary is relatively simple. Secondly, the perceptual resistance of listening apperception, which mainly points to the influence of attention bias on the perception of listening information, the temporary acquired memory of listening information is fragmented, and the mother tongue thinking has negative transfer to listening thinking. Thirdly, the resistance of emotional regulation of listening, the main points including anxiety of emotion disrupts the normal reception of hearing information, negative automatic thinking encourages the psychology of self-confidence, and the lack of self-improvement of internal drive hinders listening learning. Based on the above investigation and analysis, the following coping strategies are proposed: first, the strategies of listening knowledge storage resistance, which contain the meaning of phonetics and intonation in context, the construction of vocabulary network diagram in the schema library, and the use of construction to master the grammar rules system; The coping strategies of listening apperception resistance include paying attention to selective attention to listening information, strengthening short-term memory of listening information, and generating English thinking to understand listening information. It includes clear self-cognition and hierarchical learning, maintaining correct attribution and positive psychological cues, experiencing listening language situations and incorporating interest in learning.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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