對(duì)人類而言,聽是感知世界的第一步。這一過程不僅是人類正常交流的一個(gè)前提條件,更是二語(yǔ)習(xí)得產(chǎn)生的基礎(chǔ)�？梢�,聽力教學(xué)在語(yǔ)言教學(xué)中有著舉足輕重的地位�！读x務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》(2011年版)對(duì)于聽力教學(xué)給與了足夠的重視,它把聽視為四項(xiàng)語(yǔ)言技能中的一部分,并且將聽力教學(xué)的目標(biāo)劃分為五個(gè)等級(jí)。在課程目標(biāo)的引領(lǐng)下,中考也十分注重對(duì)聽力的考察,聽力測(cè)試的分?jǐn)?shù)占據(jù)了總分的百分之二十到百分之三十,發(fā)揮著檢驗(yàn)高級(jí)聽力能力的作用。然而,由于缺乏適當(dāng)?shù)闹笇?dǎo)和足夠的訓(xùn)練,學(xué)生在獲取和處理聽力信息上存在著困難,對(duì)于大多數(shù)學(xué)生而言,聽力學(xué)習(xí)是具有挑戰(zhàn)性的一方面。同時(shí),在課堂中,許多教師使用的聽力教學(xué)策略依舊有限。在這樣的情況下,學(xué)生的聽力能力有可能得不到有效的提升。鑒于當(dāng)前聽力教學(xué)的現(xiàn)實(shí),教師有必要去探索一些可行有效的聽力教學(xué)策略來提高聽力課堂的質(zhì)量。本研究基于圖式理論和反撥效應(yīng),嘗試根據(jù)對(duì)四川中考聽力測(cè)試的分析來建構(gòu)初中英語(yǔ)聽力教學(xué)策略,并檢驗(yàn)這些策略的有效性。本研究擬回答以下兩個(gè)問題:(1)如何通過對(duì)中考聽力試題的分析來建構(gòu)聽力教學(xué)策略?(2)所建構(gòu)的聽力教學(xué)策略的效果如何?結(jié)合定量和定性的研究方法,本研究選...

【文章頁(yè)數(shù)】：124 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
Chapter Two Literature Review
    2.1 Studies on Listening Test
        2.1.1 Studies on Listening Test Abroad
        2.1.2 Studies on Listening Test in China
    2.2 Studies on the Backwash Effect of Listening Test on Teaching
        2.2.1 Studies on the Backwash Effect of Listening Tests on Teaching Abroad
        2.2.2 Studies on the Backwash Effect of Listening Tests on Teaching in China
    2.3 Studies on Listening Teaching Strategies
        2.3.1 Studies on Listening Teaching Strategies Abroad
        2.3.2 Studies on Listening Teaching Strategies in China
    2.4 Theoretical Foundation
        2.4.1 The Schema Theory
        2.4.2 The Backwash Effect
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Methods
    3.4 Instruments
        3.4.1 Listening Tests of Sichuan SHSEE
        3.4.2 Simulation Listening Tests
        3.4.3 Interview Guide
    3.5 Research Procedures
        3.5.1 Analyzing the Listening Tests of Sichuan SHSEE
        3.5.2 Constructing Strategies for Teaching Listening
        3.5.3 Pre-test
        3.5.4 Implementing Experiment with Constructed Strategies
        3.5.5 Post-test
        3.5.6 Interview
Chapter Four Results and Discussion
    4.1 Analysis of Listening Tests of the SHSEE
        4.1.1 Analysis of Form of Presentation
        4.1.2 Analysis of Type of Question
        4.1.3 Analysis of Topic
        4.1.4 Analysis of Skill
        4.1.5 Summary
    4.2 Construction of Listening Teaching Strategies
        4.2.1 Listening Teaching Strategies Based on Form of Presentation
        4.2.2 Listening Teaching Strategies Based on Type of Question
        4.2.3 Listening Teaching Strategies Based on Topic
        4.2.4 Listening Teaching Strategies Based on Skill
    4.3 Analysis of Test Scores
        4.3.1 Analysis of Overall Improvement of Test Scores
        4.3.2 Analysis of Test Scores from Four Dimensions
            4.3.2.1 Analysis of Test Scores from Form of Presentation
            4.3.2.2 Analysis of Test Scores from Type of Question
            4.3.2.3 Analysis of Test Scores from Topic
            4.3.2.4 Analysis of Test Scores from Skill
    4.4 Analysis of Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications for Teaching Listening
    5.3 Limitations of Research
    5.4 Suggestions for Further Research
References
Appendix Ⅰ Listening Tests of the SHSEE of Three Cities
Appendix Ⅱ Pre-test Simulation Listening Test Paper
Appendix Ⅲ Post-test Simulation Listening Test Paper
Appendix Ⅳ Teaching Sample
Appendix Ⅴ Pre-Post Tests Scores of Students in the Experimental Class
Appendix Ⅵ Pre-Post Test Scores of Students in the Control Class
Acknowledgement



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