初中英語聽力成功者與不成功者聽力策略比較
發(fā)布時間：2018-07-15 20:12
【摘要】：聽力理解能力是語言應(yīng)用能力的重要組成部分,也是提高說、讀、寫技能的有效途徑之一。外語聽力是最重要的語言能力,但也是最難的技能,在英語教學中,對聽力活動進行教學干預(yù)顯得尤為重要。但是,現(xiàn)今教學干預(yù)的效果并不是很明顯。顯然,其中一個原因是我們對此知道得不夠多。事實上,學生能夠有效地聽是必要的。因此,聽力策略顯得特別重要(Bacon,1992:318),尤其對于初學者來說。Vandergrift也聲稱:現(xiàn)在廣泛認為聽力策略在促進語言學習中扮演重要角色(Vandergrift,1999)。除此之外,聽力策略的調(diào)查已被認為是外語研究中一個值得研究的領(lǐng)域(Bacon,1992:319)。再者,聽力技能的發(fā)展對其他技能的發(fā)展有利已經(jīng)得到證實(Vandergrift,2007:191)。但是,外語聽力技能方面的研究仍然是四項基本技能研究中最少的(Vandergrift,2007:191)。關(guān)于初學者聽力策略的研究則更少。因此,有必要把中學生納入研究范圍。鑒于上述原因,此論文根據(jù)O’MalleyChamot和Oxford的聽力策略定義及分類對初中學生英語聽力策略使用情況進行調(diào)查。此研究嘗試增加我們對于初中英語聽力成功者與不成功者聽力策略使用情況的了解。通過對聽力成功者聽力策略的調(diào)查,我們將其傳授予聽力不成功者,讓其在今后的聽力活動中予以運用,這將對他們后續(xù)的聽力學習有幫助。本研究調(diào)查以佛山市南海區(qū)一所普通中學的英語初學者為樣本,通過問卷調(diào)查和有聲思維的方法,調(diào)查研究初中英語聽力成功者與不成功者聽力策略的使用差異。作者使用一份聽力水平測試問卷和一份聽力策略調(diào)查問卷組成調(diào)查工具,采用定量分析和定性分析兩種研究方法進行分析。總共有150位七年級的學生參加了此次調(diào)查。調(diào)查發(fā)現(xiàn)顯示:(1)就整體聽力策略使用情況而言,高水平學生和低水平學生之間存在顯著差異,即高水平學生聽力策略使用的廣度和頻率均高于低水平學生。(2)元認知策略和認知策略都與英語聽力水平具有顯著的相關(guān)性。此外,本文通過有聲思維的方法研究高低水平學習者的聽力過程,進一步發(fā)現(xiàn)高水平者比較善于使用策略,而低水平者忙于應(yīng)付語音、生詞等障礙,策略使用受到一定的限制。緊隨著根據(jù)研究結(jié)果相應(yīng)地提出了三個關(guān)于中學英語聽力教學的教學啟示:提高學生的聽力策略意識,創(chuàng)設(shè)積極運用聽力策略的機會及加強聽力策略教學。
[Abstract]:Listening comprehension is an important part of language application and an effective way to improve speaking, reading and writing skills. Foreign language listening is the most important language ability, but it is also the most difficult skill. However, the effect of current teaching intervention is not very obvious. Obviously, one of the reasons is that we don't know enough about it. In fact, it is necessary for students to be able to listen effectively. Therefore, listening strategies are especially important (Bacon 1992: 318), especially for beginners. Vandergrift also claims that listening strategies play an important role in promoting language learning (Vandergrift1999). In addition, listening strategies are considered to be an area worth studying in foreign language studies (Bacon 1992: 319). Furthermore, the development of listening skills has been shown to be beneficial to the development of other skills (Vandergrift 2007: 191). However, foreign language listening skills are still the least studied of the four basic skills studies (Vandergrift 2007: 191). There is less research on listening strategies for beginners. Therefore, it is necessary to bring middle school students into the scope of research. In view of the above reasons, this paper investigates the use of listening strategies in junior high school students according to the definitions and classification of listening strategies proposed by Ohn Malley Chamot and Oxford. This study attempts to increase our understanding of listening strategies used by both successful and unsuccessful English listening learners in junior high school. Through the investigation of listening strategies of the successful listening learners, we will pass them on to the unsuccessful listening players and let them be used in the listening activities in the future, which will be helpful to their subsequent listening learning. In this study, a sample of English beginners from a general middle school in Nanhai District, Foshan City, was used to investigate the differences in listening strategies between successful and unsuccessful English listening learners in junior high schools by means of questionnaires and sound thinking. The author uses a listening proficiency questionnaire and a listening strategy questionnaire to form an investigation tool and uses quantitative analysis and qualitative analysis to analyze it. A total of 150 seventh-graders took part in the survey. The results show that: (1) there are significant differences between the high level students and the low level students in terms of the overall use of listening strategies. That is to say, the breadth and frequency of listening strategies used by high level students are higher than those of low level students. (2) Metacognitive strategies and cognitive strategies are significantly correlated with English listening proficiency. In addition, this paper studies the listening process of high and low level learners through the method of sound thinking, and further finds that the high level learners are good at using strategies, while the low level students are busy dealing with the obstacles such as pronunciation and new words, and the use of strategies is limited to a certain extent. Based on the results of the study, this paper puts forward three teaching implications of English listening teaching in middle schools: improving students' awareness of listening strategies, creating opportunities for active use of listening strategies, and strengthening listening strategy teaching.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
[Abstract]:Listening comprehension is an important part of language application and an effective way to improve speaking, reading and writing skills. Foreign language listening is the most important language ability, but it is also the most difficult skill. However, the effect of current teaching intervention is not very obvious. Obviously, one of the reasons is that we don't know enough about it. In fact, it is necessary for students to be able to listen effectively. Therefore, listening strategies are especially important (Bacon 1992: 318), especially for beginners. Vandergrift also claims that listening strategies play an important role in promoting language learning (Vandergrift1999). In addition, listening strategies are considered to be an area worth studying in foreign language studies (Bacon 1992: 319). Furthermore, the development of listening skills has been shown to be beneficial to the development of other skills (Vandergrift 2007: 191). However, foreign language listening skills are still the least studied of the four basic skills studies (Vandergrift 2007: 191). There is less research on listening strategies for beginners. Therefore, it is necessary to bring middle school students into the scope of research. In view of the above reasons, this paper investigates the use of listening strategies in junior high school students according to the definitions and classification of listening strategies proposed by Ohn Malley Chamot and Oxford. This study attempts to increase our understanding of listening strategies used by both successful and unsuccessful English listening learners in junior high school. Through the investigation of listening strategies of the successful listening learners, we will pass them on to the unsuccessful listening players and let them be used in the listening activities in the future, which will be helpful to their subsequent listening learning. In this study, a sample of English beginners from a general middle school in Nanhai District, Foshan City, was used to investigate the differences in listening strategies between successful and unsuccessful English listening learners in junior high schools by means of questionnaires and sound thinking. The author uses a listening proficiency questionnaire and a listening strategy questionnaire to form an investigation tool and uses quantitative analysis and qualitative analysis to analyze it. A total of 150 seventh-graders took part in the survey. The results show that: (1) there are significant differences between the high level students and the low level students in terms of the overall use of listening strategies. That is to say, the breadth and frequency of listening strategies used by high level students are higher than those of low level students. (2) Metacognitive strategies and cognitive strategies are significantly correlated with English listening proficiency. In addition, this paper studies the listening process of high and low level learners through the method of sound thinking, and further finds that the high level learners are good at using strategies, while the low level students are busy dealing with the obstacles such as pronunciation and new words, and the use of strategies is limited to a certain extent. Based on the results of the study, this paper puts forward three teaching implications of English listening teaching in middle schools: improving students' awareness of listening strategies, creating opportunities for active use of listening strategies, and strengthening listening strategy teaching.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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7 呂長z，
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