發(fā)布時間：2018-04-26 09:53

  本文選題：聽力教學 + 真實語言材料��； 參考：《蘇州大學》2016年碩士論文

【摘要】：聽力是語言學習的四項基本技能之一,也是高中英語教學的重要組成部分。隨著國際交流的日漸頻繁,英語聽力教學越來越受重視,然而啞巴聾子英語現象仍然很突出,主要原因是:(1)聽力教學受到應試教育的影響;(2)傳統(tǒng)聽力教材作為一種非真實語言材料,陳舊過時,和真實交際環(huán)境脫節(jié),而英語教學最終是為了培養(yǎng)學生的語言交際能力,因此很多學者主張給學生聽真實材料,以滿足交際的需要。筆者也提出了充分利用電視、廣播、網絡等媒體,發(fā)揮真實材料在高中英語聽力教學中的巨大潛能,彌補傳統(tǒng)教材的不足,真正提高學生的實際聽力水平。然而,由于缺乏實證性研究,很多人對真實聽力材料是否能用于高中生的聽力學習提出了質疑。本文以建構主義理論和真實性理論為支撐,采用實證性研究的方法探究真實語言材料和傳統(tǒng)教材在高中聽力課堂上使用效果的差異。本研究的研究對象為研究者執(zhí)教的兩個自然班級的90名重點中學高二學生。研究開始前,兩個班級學生的總體聽力水平一樣。實驗期間,實驗班以真實聽力材料為學習內容,控制班仍然采用傳統(tǒng)教材。兩個班級教學方法一樣。實驗結束后,研究者通過收集、分析后測數據,從而發(fā)現哪種材料更能提高學生整體聽力水平,以及各個層次學生使用真實聽力材料和傳統(tǒng)教材的效果差異。此外,在實驗前后使用同一份問卷進行調查,探究學生對聽力課堂上所使用的教學材料效果的看法。研究結果顯示:在后測中,使用真實聽力材料的實驗班學生的平均聽力成績高于使用傳統(tǒng)教材的對照班學生,且獨立樣本T檢驗顯示均分有顯著性差異,這表明使用真實語言材料比使用傳統(tǒng)教材更能提高學生的實際聽力水平。后測數據還表明真實聽力材料比傳統(tǒng)教材更能大幅度地提高高分組學生和中分組學生的聽力能力,但兩種學習材料對低分組學生的聽力能力影響差異不明顯。調查問卷統(tǒng)計結果顯示,學生認為聽力課堂上使用傳統(tǒng)聽力教材的效果較差,而真實聽力材料使用的效果更佳,具體表現在,能更好的幫助學生適應不同口音的英語,適應較快語速、連讀、地道表達等現象,有利于學生掌握最新語言變化和社會發(fā)展動態(tài),還能更有效的幫助他們了解西方文化、用英語進行實際交流。本研究給我們的啟示是:外語教學的根本目的是培養(yǎng)學生運用語言交流信息的能力,因此教師應當利用各種真實的視聽材料來幫助學生提高真實聽力水平。但是,在備課時教師需要對真實聽力材料和聽力訓練任務進行難度分級。對待低分組學生進步不明顯的情況,聽力教師還需增加語言的輸入量,注重聽力策略指導等。
[Abstract]:Listening is one of the four basic skills of language learning and an important part of high school English teaching. With the increasing frequency of international communication, the teaching of English listening is being paid more and more attention. However, the phenomenon of the dumb deaf is still very prominent, the main reason is: (1) listening teaching is influenced by the exam oriented education; (2) the traditional listening teaching materials are used as the teaching materials A non real language material, obsolete, and real communication environment disjointed, and English teaching is ultimately to cultivate students' communicative competence. Therefore, many scholars advocate listening to real materials to meet the needs of communication. I also put forward to make full use of television, radio, network and other media to play real materials in high school and English. The great potential in the teaching of listening is to make up for the shortcomings of the traditional textbooks and to improve the actual listening level of the students. However, because of the lack of empirical research, many people have questioned whether the real listening materials can be used for high school students' listening learning. This paper is supported by constructivism theory and authenticity theory, and uses empirical research. The purpose of this study is to explore the difference between the use of real language materials and traditional textbooks in high school listening classes. The research object is the 90 key secondary school students in two natural classes, which are taught by the researchers. Before the start of the study, the overall listening level of the students in two classes is the same. During the experiment, the experimental class is based on the real hearing material. Learning content, the control class still uses traditional teaching materials. Two classes of teaching methods are the same. After the experiment, the researchers collected and analyzed the post test data to find out which material can improve the students' overall listening level and the difference between the actual listening materials and the traditional teaching materials at all levels. In addition, before and after the experiment. The same questionnaire was used to investigate the students' views on the effect of teaching materials used in the listening class. The results showed that in the post test, the average hearing scores of the students using real listening materials were higher than those of the control class students using the traditional textbooks, and the independent sample T test showed significant differences in the scores. It shows that the use of real language materials can improve the students' actual listening ability more than the traditional textbooks. The posttest data also shows that the real listening materials can greatly improve the listening ability of the high school students and the middle group students, but the difference between the two kinds of learning materials is not obvious. The results of the questionnaire show that the students think that the use of traditional listening teaching materials in the listening class is less effective, and the effect of the real listening materials is better. It is better to help students adapt to different accents in English, adapt to the fast speed, link reading, and ground table, which is beneficial to the students to master the latest language changes and society. The inspiration of this study is that the fundamental purpose of this study is to cultivate the students' ability to communicate information with language, so teachers should use all kinds of real audio-visual materials to help students improve their real listening level. In preparing lessons, teachers need to classify real listening materials and listening training tasks. To treat low grade students, teachers need to increase the input of language and pay attention to the guidance of listening strategies.

【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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本文編號：1805508