我國傳統(tǒng)英語教學(xué)模式多重讀寫,輕聽說。傳統(tǒng)教學(xué)把聽力理解看作單純的一個(gè)接受信息的被動(dòng)過程。結(jié)果,就聽練聽的教學(xué)方法并未提高學(xué)生得聽力水平,而學(xué)生僅以聽錄音做練習(xí)進(jìn)行英語聽力訓(xùn)練,很容易感到厭煩和疲憊,失去興趣。影子練習(xí),即跟讀訓(xùn)練。即用同一種語言幾乎同步地跟讀原語發(fā)言人的講話,它可以訓(xùn)練聽說同步技巧和注意力的分配,耳朵聽、嘴巴說、腦子記。這是需要精神非常集中的一種練習(xí),也是提高語速、提高理解速度、修改語音語調(diào)的最好方法�；谀壳靶W(xué)生英語聽力現(xiàn)狀,筆者以認(rèn)知心理學(xué)的多重存儲(chǔ)模型和圖式理論為理論依據(jù),試著將影子練習(xí)應(yīng)用于小學(xué)英語聽力教學(xué)中以提高小學(xué)生的英語聽力水平。本研究主要探討以下三個(gè)問題:（1）影子練習(xí)是否能提高學(xué)生英語聽力水平?（2）前影子練習(xí)和后影子練習(xí)對(duì)于提高學(xué)生聽力水平哪一個(gè)更有效?（3）影子練習(xí)的應(yīng)用對(duì)不同英語水平的學(xué)生聽力水平影響是否存在差異?本研究以天津市紅橋區(qū)文昌宮民族小學(xué)六年級(jí)的三個(gè)班的90名學(xué)生為研究對(duì)象進(jìn)行為期四個(gè)月的教學(xué)實(shí)驗(yàn)。其中一班為對(duì)照班,二班、三班為實(shí)驗(yàn)班。一班采取傳統(tǒng)的聽力教學(xué)方法進(jìn)行教學(xué),二班進(jìn)行前影子練習(xí)法進(jìn)行教學(xué),三班進(jìn)行后影子練習(xí)聽力教學(xué)。實(shí)驗(yàn)... 

【文章來源】：天津師范大學(xué)天津市

【文章頁數(shù)】：95 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Shadowing Exercise
        2.1.1 Definition of Shadowing Exercise
        2.1.2 Features of Shadowing Exercise
    2.2 Functions and Necessities of Shadowing Exercise to Improve Listening Skills
        2.2.1 Functions of Carrying out the Shadowing Exercise in Listening Education
        2.2.2 Necessity of Carrying out the Shadowing Exercise in Listening Education
    2.3 Theoretical Basis of Shadowing Exercise
        2.3.1 Working Memory
        2.3.2 Schema Theory
    2.4 Previous Studies on Shadowing Exercise Abroad and at Home
        2.4.1 Previous Studies on Shadowing Exercise Abroad
        2.4.2 Previous Studies on Shadowing Exercise at Home
    2.5 Summary of Studies on Shadowing Exercise at Home and Abroad
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Procedures of the Study
        3.4.1 Pre-experimental Stage
        3.4.2 Experimental Stage
        3.4.3 Post-experimental Stage
    3.5 Data Collection and Data Analysis
Chapter 4 Results and Discussion
    4.1 Results and Discussion on whether shadowing exercise teaching method can improve students’listening ability
        4.1.1 Results of the Pre-test
        4.1.2 Results of the Post-test
        4.1.3 A Comparison between Results of the Pre-test and the Post-test
        4.1.4 Discussion of whether shadowing exercise teaching method can improve students’listening ability
    4.2 Results and Discussion on which one is more effective to improve students’listening ability,the pre-shadowing or the post-shadowing
        4.2.1 The Independent Samples Test Comparison of Class One(CC)between the Pre-test and Post-test
        4.2.2 The Independent Samples Test Comparison of Class Two(EC1)between the Pre-test and Post-test
        4.2.3 The Independent Samples Test Comparison of Class Three(EC2)between the Pre-test and Post-test
        4.2.4 Discussion on which one is more effective to improve students’listening ability,the pre-shadowing or the post-shadowing
    4.3 Results and Discussion on which group can improve more,the low group or the high group
        4.3.1 The Paired Samples Test of Low Group in Class Two
        4.3.2 The Paired Samples Test of High Group in Class Two
        4.3.3 The Paired Samples Test of Low Group in Class Three
        4.3.4 The Paired Samples Test of High Group in Class Three
        4.3.5 Discussion on which group can improve more,the low group or the high group
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications for Primary English listening Teaching
    5.3 Limitations of the Research
    5.4 Suggestions for Future Research
References
Appendix 1 Pre-test
Appendix 2 Post-test


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期刊論文
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碩士論文
[1]影子跟讀訓(xùn)練對(duì)外語學(xué)習(xí)的影響[D]. 姜茜.上海外國語大學(xué) 2012



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