【摘要】：聽力既是外語(yǔ)學(xué)習(xí)的重要目標(biāo)之一,又是外語(yǔ)學(xué)習(xí)的重要途徑之一,但許多體育專業(yè)學(xué)生對(duì)英語(yǔ)聽力學(xué)習(xí)不夠重視,而且很多教師仍舊采用傳統(tǒng)的教學(xué)方法授課教授聽力。結(jié)果造成高校體育專業(yè)學(xué)生的聽力教學(xué)效率不高,學(xué)生的聽力水平提高緩慢。近年來(lái),聽力策略培訓(xùn)受到國(guó)內(nèi)外研究者的廣泛關(guān)注。大量研究表明,聽力策略培訓(xùn)能有效提高學(xué)習(xí)者的英語(yǔ)聽力水平。然而,針對(duì)高校體育專業(yè)學(xué)生進(jìn)行的相關(guān)研究卻極為少見。因此,在本研究中,作者在體育專業(yè)學(xué)生的英語(yǔ)教學(xué)中進(jìn)行聽力策略培訓(xùn),著重探究以下三個(gè)問(wèn)題:第一,當(dāng)前體育專業(yè)大學(xué)生聽力策略的使用情況;第二,高分組學(xué)生和低分組學(xué)生策略使用的差異情況;第三,策略培訓(xùn)是否能夠增強(qiáng)體育專業(yè)大學(xué)生的聽力策略意識(shí),提高聽力水平。本文的研究對(duì)象是體育專業(yè)大二年級(jí)兩個(gè)平行班的學(xué)生,共146人。兩個(gè)班分別作為實(shí)驗(yàn)班(74人)和控制班(72人)。作者在實(shí)驗(yàn)班進(jìn)行了為期15周的聽力策略培訓(xùn),示范并訓(xùn)練學(xué)生如何在聽前、聽中和聽后三個(gè)階段選擇和使用不同的聽力策略來(lái)實(shí)現(xiàn)不同的聽力目標(biāo)。而控制班按照傳統(tǒng)的教學(xué)方法上課。作者在實(shí)驗(yàn)前后對(duì)兩個(gè)班都進(jìn)行了問(wèn)卷調(diào)查和聽力水平測(cè)試。所得實(shí)驗(yàn)數(shù)據(jù)均錄入SPSS.21.0統(tǒng)計(jì)軟件并進(jìn)行分析。研究結(jié)果表明:1.體育專業(yè)學(xué)生普遍缺乏聽力策略意識(shí)且他們聽力策略使用水平低。在聽力策略的三個(gè)子分類中,認(rèn)知策略的使用頻率最高,其次為社會(huì)情感策略,而元認(rèn)知策略的使用頻率最低。2.高分組學(xué)生與低分組學(xué)生在聽力策略使用上存在很大差異,高分組學(xué)生使用策略的頻率遠(yuǎn)遠(yuǎn)高于低分組學(xué)生。3.聽力策略培訓(xùn)能有效增強(qiáng)體育專業(yè)學(xué)生聽力策略意識(shí),對(duì)提高學(xué)生的聽力水平有一定的幫助。策略訓(xùn)練后,實(shí)驗(yàn)班學(xué)生的聽力策略意識(shí)和聽力水平有了顯著提高,實(shí)驗(yàn)班的聽力策略意識(shí)和聽力成績(jī)要明顯高于控制班。本研究證實(shí)了聽力策略培訓(xùn)能有效提高高校體育專業(yè)學(xué)生的聽力策略意識(shí)和聽力水平。本文為大學(xué)英語(yǔ)聽力教學(xué)提供了有益的啟示,對(duì)相關(guān)的實(shí)證研究具有借鑒作用。
[Abstract]:Listening is not only one of the important goals of foreign language learning, but also one of the important ways of foreign language learning. However, many PE majors do not pay enough attention to English listening learning, and many teachers still use traditional teaching methods to teach listening. Results the teaching efficiency of college physical education students was not high, and the listening level of college students improved slowly. In recent years, listening strategy training has been paid more and more attention by researchers both at home and abroad. A large number of studies have shown that listening strategy training can effectively improve learners' listening proficiency. However, it is very rare to study the physical education majors in colleges and universities. Therefore, in this study, the author conducts listening strategy training in English teaching for PE majors, focusing on the following three issues: first, the current situation of the use of listening strategies for PE students; Second, the differences between high-score students and low-score students in the use of strategies; third, whether strategy training can enhance the students' listening strategy awareness and improve listening level. The object of this study is 146 students in two parallel classes in the second year of physical education major. The two classes served as experimental classes (74) and control classes (72). The author conducted a 15-week listening strategy training course in the experimental class to demonstrate and train students how to choose and use different listening strategies to achieve different listening goals before, during and after listening. The control class is taught in accordance with the traditional teaching methods. Before and after the experiment, the author conducted a questionnaire survey and a listening test on both classes. The experimental data were inputted into SPSS.21.0 software and analyzed. The results show that: 1. Students majoring in physical education generally lack the sense of listening strategy and their listening strategy use level is low. Among the three sub-categories of listening strategies, cognitive strategies have the highest frequency, followed by social affective strategies, and metacognitive strategies have the lowest frequency. 2. There is a great difference between high-score students and low-score students in the use of listening strategies. The frequency of high-score students using strategies is much higher than that of low-score students. 3. Listening strategy training can effectively enhance the students' listening strategy consciousness and help to improve the listening level of the students. After the strategy training, the listening strategy consciousness and listening level of the experimental class were improved significantly, and the listening strategy consciousness and listening achievement of the experimental class were obviously higher than that of the control class. This study proves that listening strategy training can effectively improve the listening strategy awareness and listening level of PE majors in colleges and universities. This paper provides useful inspiration for college English listening teaching and can be used as a reference for empirical research.
【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)】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 聶越華;;高中英語(yǔ)教學(xué)中的聽力策略訓(xùn)練[J];山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào)(基礎(chǔ)英語(yǔ)教育);2010年04期

2 朱湘華;;大學(xué)英語(yǔ)聽力策略訓(xùn)練模式與效果分析[J];外語(yǔ)研究;2010年02期

3 楊可煒;以策略培訓(xùn)為基礎(chǔ)的課堂教學(xué)對(duì)英語(yǔ)聽力能力的影響[J];文教資料;2005年30期

4 田星;元認(rèn)知與外語(yǔ)聽力教學(xué)[J];四川外語(yǔ)學(xué)院學(xué)報(bào);2003年06期

5 楊堅(jiān)定;聽力教學(xué)中的元認(rèn)知策略培訓(xùn)[J];外語(yǔ)教學(xué);2003年04期

6 蘇遠(yuǎn)連;論聽力學(xué)習(xí)策略的可教性——一項(xiàng)基于中國(guó)外語(yǔ)初學(xué)者的實(shí)驗(yàn)研究[J];現(xiàn)代外語(yǔ);2003年01期

7 馬黎華;影響第二語(yǔ)言聽力理解的因素[J];西安外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2002年02期

8 呂長(zhǎng)z，

本文編號(hào)：2455090