在《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》中,“聽(tīng)”被列為語(yǔ)言能力之首,與“說(shuō)、讀、看、寫(xiě)”等方式一起構(gòu)成理解和表達(dá)意義的能力,是英語(yǔ)學(xué)科核心素養(yǎng)的基礎(chǔ)要素。因此,培養(yǎng)學(xué)生良好的聽(tīng)力理解能力必然是英語(yǔ)教學(xué)的重要目標(biāo)和任務(wù)。在實(shí)際言語(yǔ)交際中,聽(tīng)的技能與讀和看同時(shí)承擔(dān)著理解信息與觀點(diǎn)的功能,可見(jiàn)英語(yǔ)聽(tīng)力理解能力對(duì)于英語(yǔ)交流具有重要意義。所以調(diào)查高中生英語(yǔ)聽(tīng)力理解能力,并提出相關(guān)建議是有必要的。本研究以調(diào)查問(wèn)卷、聽(tīng)力測(cè)試卷以及訪談的方式對(duì)鞍山地區(qū)不同類型的三所高中400名學(xué)生的英語(yǔ)聽(tīng)力理解能力進(jìn)行調(diào)查研究,本研究主要圍繞以下四個(gè)問(wèn)題展開(kāi):（1）調(diào)查目前高中生英語(yǔ)聽(tīng)力理解能力水平;（2）探究聽(tīng)力理解能力和聽(tīng)力成績(jī)是否相關(guān);（3）探索不同性別、年級(jí)和學(xué)校的高中生英語(yǔ)聽(tīng)力理解能力是否存在差異;（4）分析哪些非語(yǔ)言因素因素會(huì)影響高中生英語(yǔ)聽(tīng)力理解能力�；诿枋鲂越y(tǒng)計(jì),相關(guān)性分析,獨(dú)立樣本T檢驗(yàn),方差分析,定性分析,得出以下幾點(diǎn)主要發(fā)現(xiàn):（1）由于目前教師和學(xué)生沒(méi)有給予聽(tīng)力足夠的重視,高中生英語(yǔ)聽(tīng)力理解能力目前處于中等水平;（2）聽(tīng)力成績(jī)?cè)谝欢ǔ潭壬?可以反映學(xué)生的聽(tīng)力理解能力;（3）不同性別、年級(jí)和... 

【文章來(lái)源】：鞍山師范學(xué)院遼寧省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
ABBREVIATIONS
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Purposes
    1.3 Research Significance
    1.4 Operational Key Terms Used in the Present Study
Chapter2 Literature Review
    2.1 Listening Comprehension as Ability
        2.1.1 Studies of LC as Ability Abroad
        2.1.2 Studies of LC as Ability in China
    2.2 Listening Comprehension as Process
        2.2.1 Studies of LC as Process Abroad
        2.2.2 Studies of LC As Process in China
    2.3 Classifications of Factors Affecting Learners’LC Outcomes
        2.3.1 Studies of Factors Affecting Learners’LC Outcomes Abroad
        2.3.2 Studies of Factors Affecting Learners’LC Outcomes in China
    2.4 Research Gap
Chapter3 Research Framework and Methodology
    3.1 Research Framework
        3.1.1 Research Questions
        3.1.2 Scope of the Study
    3.2 Participants for the Present Study
    3.3 Data Collection Instruments
        3.3.1 Questionnaire
        3.3.2 English Listening Proficiency Test
        3.3.3 Semi-structured Interview
    3.4 Pilot Study and Reliability Assessment
    3.5 Data Analysis Method
        3.5.1 Descriptive Analysis
        3.5.2 Correlation Analysis
        3.5.3 Independent Sample T-test
        3.5.4 Analysis of Variance
        3.5.5 Thematic Analysis
    3.6 Summary
Chapter4 Results and Discussions
    4.1 Profile of Senior High School Students’ELCA
        4.1.1 Overall Profile of Students’ELCA
        4.1.2 Overall Profile of Students’ELP
        4.1.3 Students’ELCA in Individual Factors
    4.2 Correlation of Students’ELCA and Their ELP
        4.2.1 The Correlation of Students’Total ELCA and Their ELP
        4.2.2 The Correlation of Students’LSA and Their ELP
    4.3 Differences of Students’ELCA in Terms of Personal Characteristics
        4.3.1 Differences of Students’ELCA in Terms of Gender
        4.3.2 Differences of Students’ELCA in Terms of Grade
        4.3.3 Differences of Students’ELCA in Terms of School
    4.4 Non-linguistic Factors Affecting Students’ELCA
        4.4.1 Beliefs
        4.4.2 Strategies
        4.4.3 Motivations and Self-training Habits
    4.5 Suggestions for Improving Students’ELCA
        4.5.1 For Education Administration
        4.5.2 For Teachers
        4.5.3 For Students
Chapter5 Conclusions
    5.1 Major Findings
    5.2 Limitations
    5.3 Recommendations
References
Appendix1
Appendix2
Appendix3


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碩士論文
[1]朗讀對(duì)初中生英語(yǔ)聽(tīng)力能力的影響[D]. 任艷艷.山東師范大學(xué) 2018
[2]高中不同年級(jí)英語(yǔ)聽(tīng)力教與學(xué)的現(xiàn)狀調(diào)查研究[D]. 閆陽(yáng).河北師范大學(xué) 2014
[3]圖式理論在初中英語(yǔ)聽(tīng)力教學(xué)中的應(yīng)用[D]. 鐘美玲.福建師范大學(xué) 2008



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