作為一項(xiàng)接收性技能,聽(tīng)力在語(yǔ)言學(xué)習(xí)中扮演著重要角色,也是國(guó)內(nèi)外學(xué)者關(guān)注的一個(gè)研究熱點(diǎn)。然而,縱觀國(guó)內(nèi)相關(guān)著述,針對(duì)農(nóng)村地區(qū)高中學(xué)生聽(tīng)力理解的研究比較鮮見(jiàn)。有鑒于此,本研究聚焦于農(nóng)村高中學(xué)生的英語(yǔ)聽(tīng)力理解障礙,以期為改善農(nóng)村高中英語(yǔ)教學(xué)提供參照。本研究基于圖式理論與克拉申的輸入與情感過(guò)濾理論,借助問(wèn)卷和訪談兩種手段,以200名來(lái)自蒙山中學(xué)的高二學(xué)生為研究對(duì)象,試圖探討以下四個(gè)問(wèn)題:（1）農(nóng)村高中學(xué)生的聽(tīng)力理解障礙總體狀況如何?（2）農(nóng)村高中學(xué)生英語(yǔ)聽(tīng)力理解障礙的主要成因有哪些?（3）農(nóng)村高中學(xué)生的聽(tīng)力理解障礙是否存在性別與科別差異?（4）農(nóng)村高中學(xué)生的英語(yǔ)聽(tīng)力理解障礙和英語(yǔ)成績(jī)之間如何相關(guān)?研究結(jié)果顯示:第一,農(nóng)村高中學(xué)生聽(tīng)力水平處于比較差的水平,也就是說(shuō)大部分學(xué)生遭遇到聽(tīng)力障礙。第二,農(nóng)村高中學(xué)生英語(yǔ)聽(tīng)力理解障礙的主要成因?yàn)橛⒄Z(yǔ)語(yǔ)言知識(shí)的不足,比如英語(yǔ)發(fā)音,詞匯,語(yǔ)法和背景文化知識(shí)。第三,相比較而言,男生比女生、理科生比文科生遇到的理解障礙程度要高。第四,英語(yǔ)聽(tīng)力理解障礙與英語(yǔ)成績(jī)呈負(fù)相關(guān)關(guān)系。基于研究發(fā)現(xiàn),論文就提升農(nóng)村高中英語(yǔ)聽(tīng)力教學(xué),幫助學(xué)生克服英語(yǔ)聽(tīng)力理解障礙提出了一些建議:即... 

【文章來(lái)源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Abbreviations
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Layout of the Thesis
Chapter2 Literature Review
    2.1 Definition of Key Terms
        2.1.1 Listening Comprehension
        2.1.2 Listening Comprehension Frustrations
    2.2 Theoretical Foundation
        2.2.1 Schema Theory
        2.2.2 Krashen’s Input Hypothesis
        2.2.3 Krashen’s Affective Filter Hypothesis
    2.3 Related Studies of Listening Comprehension Frustrations Abroad and atHome
        2.3.1 Related Studies of Listening Comprehension Frustrations Abroad
        2.3.2 Related Studies of Listening Comprehension Frustrations at Home
    2.4 Theoretical Framework of the Thesis
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection Procedure and Analysis
Chapter4 Results and Analysis
    4.1 Quantitative Results and Analysis
        4.1.1 General Picture of Listening Comprehension Frustrations
        4.1.2 Gender Difference in Listening Comprehension Frustrations
        4.1.3 Major Difference in Listening Comprehension Frustrations
        4.1.4 English Academic Performance in Listening ComprehensionFrustrations
    4.2 Qualitative Results and Analysis
    4.3 Discussion
        4.3.1 General Picture and the Main Causes of English ListeningComprehension Frustrations in Rural High School
        4.3.2 Gender Differences of English Comprehension Listening Frustrationsin Rural High School
        4.3.3 Major Differences of English Listening Comprehension Frustrations inRural High School
        4.3.4 The Relationship between English Academic Performance and EnglishListening Frustrations in Rural High School
Chapter5 Major Findings and Pedagogical Suggestions
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Guiding Students to Consolidate English Basic Knowledge
        5.2.2 Helping Students to Master Listening Strategies
        5.2.3 Leading Students to Set up a Positive Learning Attitude
Chapter6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitations of the Study and Suggestions for the Future Study
Bibliography
Appendices
    Appendix1
    Appendix2
Acknowledgements


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期刊論文
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