本文選題：藝術(shù)生 + 聽力教學(xué)��； 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：自我國實行改革開放政策以來,英語教育越來越受到政府和學(xué)校的重視,英語教學(xué)理念與方法發(fā)生重大的改變以此來適應(yīng)社會的需要,英語聽力理解涉及許多復(fù)雜的口語信息(語音、詞匯、句法)與其他技能相比,聽力教學(xué)往往不太受重視。又因為傳統(tǒng)聽力訓(xùn)練模式起不到理想的作用,英語的聽力技能一直是藝術(shù)生英語學(xué)習(xí)中的難點。高中時期的英語學(xué)習(xí)是非常重要的,聽力又占據(jù)著重要位置,高中聽力教學(xué)的研究變得日漸緊迫。本文借助于二語習(xí)得理論中輸入和輸出理論為支撐來探討高中英語教學(xué)中藝術(shù)生聽力學(xué)習(xí)的問題�？死晔敲绹Z言學(xué)家、教育研究者,他于1981年提出五條有關(guān)語言輸入的假說.后人又對其做了補充,斯文(1985)則提出可理解性輸出理論。這些理論應(yīng)用于語言聽力教學(xué)中受到很多語言學(xué)教育學(xué)專家及一線英語教師的重視。本篇文章是在對輸入與輸出理論及其相關(guān)資料做了一定了解后,以山東省泰山中學(xué)高一年級1班和14班兩個班的全體藝術(shù)生為實驗對象,采用問卷和測試等多種方法進行的對高中藝術(shù)生英語聽力的研究。首先作者采用問卷一調(diào)查兩個班的藝術(shù)生在進行英語聽力訓(xùn)練時經(jīng)常出現(xiàn)的一些問題,然后以高一1班為實驗班采用基于輸入與輸出理論的新模式,高一14班為控制班采用傳統(tǒng)模式進行訓(xùn)練。之后對調(diào)查的結(jié)果進行分析。通過前后聽力測試和問卷,發(fā)現(xiàn)實驗班的藝術(shù)生的英語聽力態(tài)度和成績的變化,輸入假說被應(yīng)用于高中藝術(shù)生英語聽力的教學(xué)中并取得了成果。證明基于可理解性輸入輸出理論的聽力新模式對于學(xué)生聽力技能的提高更有效。同時在針對聽力研究過程中作者發(fā)現(xiàn)學(xué)生的新問題,作者也提出了幾點建議來應(yīng)對出現(xiàn)的新問題。本文通過對比的方法,驗證了在運用語言輸入與輸出理論指導(dǎo)下,語言學(xué)習(xí)者的聽力能力可以通過接觸大量可理解的語言輸入,并逐步內(nèi)化語言規(guī)則而得到提高。新模式可以有效提高藝術(shù)生的聽力熱情和興趣,改善聽力能力,使學(xué)生喜歡上聽力。新模式中提出的具體措施可能有助于思考聽力教學(xué)中的不足,為高中藝術(shù)生在英語聽力教學(xué)中的學(xué)習(xí)提供了參考。
[Abstract]:Since the implementation of the reform and opening policy in China, English education has been paid more and more attention by the government and schools. The idea and method of English teaching have changed greatly in order to meet the needs of the society. English listening comprehension involves a lot of complex oral information (phonetics, vocabulary, syntax), compared with other skills, listening teaching is often less important. Because the traditional listening training mode does not play an ideal role, English listening skills have always been a difficult point in English learning for art students. High school English learning is very important, listening plays an important role, high school listening teaching research has become increasingly urgent. Based on the input and output theory in second language acquisition (SLA), this paper explores the listening learning of art students in senior high school English teaching. Krashen is a famous American linguist and educational researcher. He put forward five hypotheses about language input in 1981. It was supplemented by later generations, and the comprehensible output theory was put forward. The application of these theories in the teaching of language listening has been paid much attention by many linguistic pedagogics experts and English teachers. This article is based on a certain understanding of the input and output theory and its related materials, taking all the art students in the first and fourteenth classes of grade one and 14 of Taishan Middle School in Shandong Province as the experimental objects. This paper studies English listening comprehension of art students in senior high school by means of questionnaire and test. First of all, the author used questionnaire 1 to investigate some problems that often arise when the art students in the two classes conducted English listening training, and then the experimental class 1 adopted a new model based on input and output theory. Class 14 of Senior one was trained in the traditional mode for the control class. Then the results of the investigation were analyzed. Through listening tests and questionnaires before and after, we found the changes of listening attitude and scores of art students in the experimental class. The input hypothesis was applied to the teaching of English listening for senior high school art students and the results were obtained. It is proved that the new listening model based on comprehensible input and output theory is more effective in improving students' listening skills. At the same time, the author also puts forward some suggestions to deal with the new problems in the process of listening research. This paper verifies that under the guidance of the theory of language input and output, the listening ability of language learners can be improved through exposure to a large number of comprehensible language input and gradually internalizing language rules. The new model can effectively improve the listening enthusiasm and interest of art students, improve listening ability and make students like listening. The concrete measures proposed in the new model may help to think about the deficiencies in listening teaching and provide a reference for senior high school art students to learn in English listening teaching.
【學(xué)位授予單位】：青海師范大學(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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