本文選題：語塊 + 聽寫��； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：“聽”作為語言學(xué)習(xí)的一項重要技能,一直備受國內(nèi)外語言學(xué)界和教育界學(xué)者的關(guān)注。在我國的英語教學(xué)中,聽力也一直是大多數(shù)學(xué)習(xí)者難以突破的重難點。聽力理解能力低下成為學(xué)習(xí)者實現(xiàn)正常交際的主要障礙。從相關(guān)的研究來看,詞匯是影響學(xué)生聽力理解能力的主要和基本因素。然而在我國的初中英語教學(xué)中,學(xué)生雖然掌握了基本詞匯和語法,卻很難有效提高他們的聽力理解能力。很多教師也只注重對基本單詞的教學(xué)及聽寫,而忽略了相關(guān)短語、詞組、習(xí)慣性搭配、常用句型等的聽寫。掌握這些稱之為“語塊”的語言單位更能利于學(xué)生進行聽力文本的理解。因此,本文旨在通過實證研究將語塊融入到學(xué)生平時的聽寫練習(xí)中,嘗試回答以下問題:(1)初中英語教師對學(xué)生進行的聽寫練習(xí)情況如何?(2)初中生的英語聽力學(xué)習(xí)情況和對語塊的認(rèn)識如何?(3)通過基于語塊的聽寫練習(xí)能否有效提高初中生的聽力理解能力?本研究以語塊理論,短時記憶理論和自下而上的聽力教學(xué)為理論基礎(chǔ),以重慶市城口縣棉沙初級中學(xué)初2018級兩個平行班的學(xué)生為研究對象,在實驗開始前,通過對英語教師的訪談和對學(xué)生的問卷調(diào)查,了解到目前學(xué)生的聽寫練習(xí)現(xiàn)狀和學(xué)生當(dāng)前的聽力學(xué)習(xí)情況。在此基礎(chǔ)上將兩個班分為實驗班和對照班進行一次聽力水平的前測,并對實驗班進行為期16周的“語塊”聽寫練習(xí),對照班按照常規(guī)的聽寫進行,隨后再對兩個班的學(xué)生進行聽力后測,通過對比兩個班前、后測的英語聽力成績和前后兩次問卷調(diào)查的結(jié)果來論述基于語塊的聽寫練習(xí)能否有效提高初中生的聽力理解能力。本研究主要有以下發(fā)現(xiàn):第一,語塊聽寫練習(xí)有效提高了學(xué)生的聽力理解能力。第二,語塊聽寫練習(xí)增加了學(xué)生對英語聽力學(xué)習(xí)的自信。第三,語塊聽寫練習(xí)使學(xué)生更加重視語塊在英語聽力中的作用。因此,教師在對初中學(xué)生進行英語聽力教學(xué)時,應(yīng)當(dāng)更加重視語塊在聽力理解中的作用,善于將語塊運用到日常的英語教學(xué),尤其是傳統(tǒng)的聽寫訓(xùn)練中,以此來有效提高學(xué)生的聽力理解能力,增加學(xué)生對聽力學(xué)習(xí)的自信。
[Abstract]:As an important skill in language learning, listening has always attracted the attention of linguists and educators at home and abroad. In English teaching in China, listening has always been the most difficult point for most learners to break through. Poor listening comprehension has become a major obstacle for learners to achieve normal communication. From the relevant research, vocabulary is the main and basic factor that affects students' listening comprehension ability. However, in junior middle school English teaching in China, it is difficult for students to improve their listening comprehension ability, although they have mastered the basic vocabulary and grammar. Many teachers only pay attention to the teaching and dictation of basic words, but neglect the dictation of related phrases, phrases, habitual collocations, common sentence patterns, etc. Mastering these language units called "chunks" is more helpful for students to understand listening texts. Therefore, the purpose of this paper is to integrate the lexical chunks into students' dictation through empirical research. Try to answer the following question: (1) how about dictation exercises conducted by junior high school English teachers to students? (2) how do junior middle school students learn English listening comprehension and how to understand chunks? 3) whether dictation exercises based on chunks can effectively improve the initial grade Secondary students'Ability of listening comprehension? Based on the theory of chunk theory, short-term memory theory and bottom-up listening teaching, this study takes two parallel classes of Grade 2018 of Miansha Junior Middle School in Chengkou County, Chongqing City, as the research objects, before the beginning of the experiment. Through interviews with English teachers and questionnaires to students, the present situation of dictation exercises and listening comprehension of students are found out. On this basis, the two classes were divided into two classes: the experimental class and the control class were given a pretest of listening level, and the experimental class was subjected to "chunks" dictation for a period of 16 weeks, and the control class was dictated according to the routine dictation. Then the students in the two classes were given a post-test. By comparing the results of the English listening tests before and after the two classes and the results of the questionnaires before and after the two classes, the author discussed whether dictation based on chunks could effectively improve the listening comprehension ability of junior high school students. The main findings of this study are as follows: first, chunk dictation can effectively improve students' listening comprehension. Second, chunk dictation increases students' confidence in English listening. Thirdly, lexical dictation makes students pay more attention to the role of chunks in English listening. Therefore, teachers should pay more attention to the role of chunks in listening comprehension, and be good at applying chunks to the daily English teaching, especially in the traditional dictation training. In order to effectively improve students' listening comprehension ability and enhance students' confidence in listening learning.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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