【摘要】：聽力是語言學(xué)習(xí)的基礎(chǔ)。然而傳統(tǒng)的高中英語聽力教學(xué)過分注重語言知識(shí)的灌輸使聽力教學(xué)單一化。隨著網(wǎng)絡(luò)可接觸各模態(tài)資源的增多,人們對(duì)多元識(shí)讀能力的培養(yǎng)提出新要求,也為英語聽力教學(xué)的改善提供了新的思路。為改善傳統(tǒng)英語聽力教學(xué)的單一教學(xué)模式并在提高學(xué)生的聽力理解能力同時(shí)培養(yǎng)學(xué)生的多元識(shí)讀能力,本文梳理了國內(nèi)外關(guān)于多元識(shí)讀能力及其培養(yǎng)模式的相關(guān)文獻(xiàn)后,將New London Group提出的以“設(shè)計(jì)”為理念的,由情景操作、明確指導(dǎo)、批判性構(gòu)架和改造式操練四個(gè)教學(xué)步驟組成的多元識(shí)讀能力培養(yǎng)模式應(yīng)用于高中英語聽力教學(xué)。本研究根據(jù)聽力教學(xué)的需要選擇視聽資源理解能力、聽力材料檢索運(yùn)用能力、視聽資源判斷能力、協(xié)作交流能力這四種多元識(shí)讀能力作為主要培養(yǎng)目標(biāo)。并以如下假設(shè)展開探討:(1)高中英語聽力課堂應(yīng)用New London Group提出的多元識(shí)讀能力培養(yǎng)模式能夠提高學(xué)生的聽力理解能力。(2)該模式還能夠培養(yǎng)學(xué)生的上述的四種多元識(shí)讀能力。本研究以漳州一中高二年級(jí)兩個(gè)平行班為實(shí)驗(yàn)被試,采用了前測(cè)、后測(cè)、問卷調(diào)查等手段,運(yùn)用SPSS19統(tǒng)計(jì)分析軟件對(duì)實(shí)驗(yàn)數(shù)據(jù)進(jìn)行分析,得出以下研究發(fā)現(xiàn):將多元識(shí)讀能力培養(yǎng)模式應(yīng)用于高中英語聽力教學(xué)中有利于提高學(xué)生的英語聽力理解能力。由于英語聽力成績(jī)的分值較小,英語聽力成績(jī)的漲幅空間在學(xué)習(xí)較好的學(xué)生中不大,聽力成績(jī)漲幅在學(xué)習(xí)中等學(xué)生當(dāng)中較為明顯。研究中還發(fā)現(xiàn)聽力教學(xué)是學(xué)生對(duì)意義進(jìn)行理解并再創(chuàng)造,這個(gè)過程需要學(xué)生學(xué)會(huì)利用網(wǎng)絡(luò)可利用的資源進(jìn)行搜索、挑選、整理和運(yùn)用。這一教學(xué)模式不僅是適用課堂的聽力也有助于課外聽力學(xué)習(xí)的延伸。此外,本研究通過對(duì)問卷的成績(jī)進(jìn)行分析發(fā)現(xiàn)將多元識(shí)讀能力培養(yǎng)模式應(yīng)用于高中英語聽力教學(xué)中也有助于提高學(xué)生的多元識(shí)讀能力。其中聽力材料檢索能力和協(xié)作交流提高明顯。學(xué)生的視聽資判斷能力和視聽資源理解能力有了初步的提升。由于后兩種能力的培養(yǎng)周期較長(zhǎng),還有待今后的進(jìn)一步加強(qiáng)培訓(xùn)。最后,本文還針對(duì)該研究結(jié)論,提出有關(guān)的教學(xué)建議。本文旨在通過這一研究結(jié)果為廣大一線教師改進(jìn)聽力教學(xué)方法、重視多模態(tài)資源開發(fā)、發(fā)展學(xué)生多元識(shí)讀能力提供一定的理論和實(shí)踐參考。
[Abstract]:Listening is the foundation of language learning. However, the traditional English listening teaching in senior high school pays too much attention to the inculcation of language knowledge. With the increase of network access to various modes of resources, people put forward new requirements for the cultivation of multiple reading abilities, and also provide a new way of thinking for the improvement of English listening teaching. In order to improve the single teaching mode of traditional English listening teaching and to improve students' listening comprehension ability and to cultivate students' pluralistic reading ability, this paper combs the relevant literature about multiple reading ability and its cultivation model at home and abroad. Based on the concept of "design" proposed by New London Group and composed of four teaching steps: situational operation, clear instruction, critical framework and modified practice, this paper applies the model of training reading ability to English listening teaching in senior high school. According to the needs of listening teaching, this study selected four kinds of multiple reading abilities, namely, the ability to understand audiovisual resources, the ability to search and use listening materials, the ability to judge audiovisual resources and the ability to communicate with each other. The following hypotheses are discussed: (1) the application of the multivariate reading training model proposed by New London Group in senior English listening class can improve the students' listening comprehension ability, and (2) the model can also train the students' four kinds of multiple reading abilities. In this study, two parallel classes of grade two in Zhangzhou No. 1 Senior Middle School were used to analyze the experimental data by means of pre-test, post-test and questionnaire, using SPSS19 statistical analysis software. The following conclusions are drawn: the application of the multiple reading ability training model to senior high school English listening teaching is helpful to improve students' listening comprehension ability. Because the score of English listening achievement is small, the improvement space of English listening achievement is not large among the students who study better, but the increase of listening achievement is more obvious among the middle students. The study also finds that listening teaching is a process of students' understanding and re-creation of meaning, which requires students to learn to search, select, organize and use the resources available on the network. This teaching mode is not only applicable to classroom listening but also helpful to the extension of extracurricular listening learning. In addition, through the analysis of the results of the questionnaire, it is found that the application of the multiple reading ability training model in senior English listening teaching can also help to improve the students' multi-reading ability. Among them, the ability of listening material retrieval and cooperative communication were improved obviously. Students' ability to judge audiovisual resources and to understand audiovisual resources have been preliminarily improved. Due to the long period of the latter two abilities, further training is needed in the future. Finally, the paper puts forward some teaching suggestions on the conclusion of the research. The purpose of this paper is to provide some theoretical and practical references for teachers to improve their listening teaching methods, attach importance to the development of multi-modal resources, and develop students' pluralistic reading ability.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王守元,苗興偉;英語聽力教學(xué)的理論與方法[J];外語電化教學(xué);2003年04期

2 何克抗;;從Blending Learning看教育技術(shù)理論的新發(fā)展(上)[J];中國電化教育;2004年03期

3 李戰(zhàn)子;多模式話語的社會(huì)符號(hào)學(xué)分析[J];外語研究;2003年05期

4 胡壯麟;董佳;;意義的多模態(tài)構(gòu)建——對(duì)一次PPT演示競(jìng)賽的語篇分析[J];外語電化教學(xué);2006年03期

5 顧曰國;;多媒體、多模態(tài)學(xué)習(xí)剖析[J];外語電化教學(xué);2007年02期

6 胡壯麟;;社會(huì)符號(hào)學(xué)研究中的多模態(tài)化[J];語言教學(xué)與研究;2007年01期

7 崔曉慧;朱軒;;淺談網(wǎng)絡(luò)學(xué)習(xí)中的批判性思維[J];中國醫(yī)學(xué)教育技術(shù);2007年04期

8 張淑芳;;基于多媒體網(wǎng)絡(luò)環(huán)境的合作學(xué)習(xí)在大班英語課堂上的應(yīng)用[J];北京化工大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2007年02期

9 黃國文;;作為適用語言學(xué)的系統(tǒng)功能語言學(xué)[J];英語研究;2006年04期

10 朱永生;;多模態(tài)話語分析的理論基礎(chǔ)與研究方法[J];外語學(xué)刊;2007年05期

相關(guān)博士學(xué)位論文 前1條

1 張征;英語課堂多模態(tài)讀寫能力實(shí)證研究[D];山東大學(xué);2011年

相關(guān)碩士學(xué)位論文 前6條

1 尹璐;多模態(tài)教學(xué)模式在高中英語課堂中對(duì)學(xué)生多元讀寫能力影響的研究[D];西北師范大學(xué);2016年

2 李靜姝;多模態(tài)話語視域下高中生多元識(shí)讀能力的培養(yǎng)研究[D];贛南師范學(xué)院;2015年

3 吳丹;高中英語閱讀教學(xué)中多元識(shí)讀能力培養(yǎng)研究[D];閩南師范大學(xué);2015年

4 李秋伊;探討多模態(tài)教學(xué)理論在高中聽力教學(xué)中的應(yīng)用[D];重慶師范大學(xué);2015年

5 劉燕;大學(xué)英語聽力教材的多模態(tài)系統(tǒng)功能語言學(xué)研究[D];山西大學(xué);2012年

6 孫惠娟;新課標(biāo)下高中英語跨文化意識(shí)的培養(yǎng)[D];蘇州大學(xué);2008年

，

本文編號(hào)：2205508