可視化策略對(duì)高中學(xué)生英語聽力焦慮和聽力理解的影響研究
發(fā)布時(shí)間：2020-12-04 19:15
聽力是英語學(xué)習(xí)中最頻繁使用也最具難度的一項(xiàng)技能。因此,聽力理解在英語教學(xué)中占據(jù)重要地位。然而,當(dāng)下的聽力教學(xué)現(xiàn)狀卻不盡如人意。本研究嘗試運(yùn)用可視化策略來解決這一難題�？梢暬傅氖峭ㄟ^將聽力材料以視覺表征例如圖片和視頻的形式呈現(xiàn)同時(shí)指導(dǎo)學(xué)生構(gòu)建思維導(dǎo)圖,從而對(duì)學(xué)生的聽力過程給與協(xié)助�；谝暵牱�、認(rèn)知負(fù)荷理論和情感過濾假說,本項(xiàng)研究旨在研究可視化策略對(duì)于高中學(xué)生英語聽力焦慮和聽力理解的影響。本研究采用前后測對(duì)照組的準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)。81名高中生參與了此次實(shí)驗(yàn),其中實(shí)驗(yàn)班41人,控制班40人。實(shí)驗(yàn)從2018年3月到6月共進(jìn)行16周。所有被試參與了前測,即完成英語聽力焦慮量表和進(jìn)行聽力測試。實(shí)驗(yàn)班采用可視化聽力教學(xué),控制班采用直接的“聽查”教學(xué),15周教學(xué)過后,所有被試參與了后測,其中包含與前測相同的量表和難度相同的聽力測試。此外,后測過后,隨機(jī)選自實(shí)驗(yàn)班的10名被試參與了半結(jié)構(gòu)化訪談。研究者意在探究以下三個(gè)問題:1.可視化策略對(duì)高中生的聽力焦慮有何影響?2.可視化策略對(duì)高中生的聽力理解有何影響?3.學(xué)生對(duì)可視化策略的態(tài)度如何?有何看法?本研究有如下主要發(fā)現(xiàn):1.英語聽力焦慮量表的數(shù)據(jù)說明可視化策略...
【文章來源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校
【文章頁數(shù)】：92 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Crucial Terms
2.1.1 Visualization
2.1.2 Foreign Language Anxiety （FLA）
2.2 Theoretical Foundations
2.2.1 Audio-Visual Approach
2.2.2 Cognitive Load Theory
2.2.3 Affective Filter Hypothesis
2.3 Research on English Listening Instruction via Visualization Strategy
2.3.1 Studies Abroad
2.3.2 Studies at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Scale—Foreign Language Listening Anxiety Scale （FLLAS）
3.3.2 Tests
3.3.3 Interview
3.4 Research Procedure
3.4.1 Pretest
3.4.2 Implementation
3.4.3 Posttest
3.4.4 Semi-structured Interview
3.5 Data Collection and Processing
3.5.1 Data Collection
3.5.2 Data Processing
Chapter Four Results and Discussion
4.1 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Anxiety
4.1.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.1.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.1.3 Comparison of Pretest and Posttest for Control Class
4.1.4 Comparison of Pretest and Posttest for Experimental Class
4.1.5 Discussion
4.2 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Comprehension
4.2.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.2.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.2.3 Comparison of Pretest and Posttest for Control Class
4.2.4 Comparison of Pretest and Posttest for Experimental Class
4.2.5 Discussion
4.3 Qualitative Results and Discussion of Students' Attitudes and Views towards Visualization Strategy
4.3.1 Students' General Attitudes towards Visualization Strategy
4.3.2 The Advantages and Positive Influences of Visualization Strategy
4.3.3 Disadvantages and Suggestions on the Implementation of Visualization Strategy
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
攻讀學(xué)位期間科研成果
【參考文獻(xiàn)】：
期刊論文
[1]英語專業(yè)聽力教學(xué)多模態(tài)功能實(shí)驗(yàn)分析[J]. 胡璐. 實(shí)驗(yàn)室研究與探索. 2018(02)
[2]翻轉(zhuǎn)課堂模式下非英語專業(yè)學(xué)生英語學(xué)習(xí)焦慮的調(diào)查與研究[J]. 王越. 廣西師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2016(04)
[3]運(yùn)用TED演講輔助英語視聽說教學(xué)[J]. 趙燕飛. 教學(xué)與管理. 2016(21)
[4]大學(xué)英語學(xué)習(xí)焦慮的城鄉(xiāng)差異研究[J]. 許玉蘭. 湖北民族學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2016(03)
[5]高中英語聽力教學(xué)現(xiàn)狀及建議措施[J]. 黃靜. 中學(xué)生英語. 2016(18)
[6]讀圖時(shí)代可視化及其技術(shù)分析[J]. 呂永峰. 現(xiàn)代教育技術(shù). 2015(02)
[7]試聽教學(xué)法緩解英語聽力焦慮的策略探究[J]. 劉佳. 教育教學(xué)論壇. 2014(27)
[8]視覺輔助對(duì)外語聽力語篇內(nèi)容理解的影響[J]. 顧琦一,陳瑜之. 解放軍外國語學(xué)院學(xué)報(bào). 2014(03)
[9]國內(nèi)近二十年高中英語聽力理解研究綜述[J]. 陳雪. 教學(xué)與管理. 2014(03)
[10]大學(xué)生四級(jí)考試復(fù)合式聽寫狀態(tài)下的聽力焦慮研究[J]. 施渝,樊葳葳. 解放軍外國語學(xué)院學(xué)報(bào). 2013(06)
博士論文
[1]未來課堂環(huán)境下的可視化教學(xué)研究[D]. 葉新東.華東師范大學(xué) 2014
本文編號(hào)：2898107
【文章來源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校
【文章頁數(shù)】：92 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Crucial Terms
2.1.1 Visualization
2.1.2 Foreign Language Anxiety （FLA）
2.2 Theoretical Foundations
2.2.1 Audio-Visual Approach
2.2.2 Cognitive Load Theory
2.2.3 Affective Filter Hypothesis
2.3 Research on English Listening Instruction via Visualization Strategy
2.3.1 Studies Abroad
2.3.2 Studies at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Scale—Foreign Language Listening Anxiety Scale （FLLAS）
3.3.2 Tests
3.3.3 Interview
3.4 Research Procedure
3.4.1 Pretest
3.4.2 Implementation
3.4.3 Posttest
3.4.4 Semi-structured Interview
3.5 Data Collection and Processing
3.5.1 Data Collection
3.5.2 Data Processing
Chapter Four Results and Discussion
4.1 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Anxiety
4.1.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.1.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.1.3 Comparison of Pretest and Posttest for Control Class
4.1.4 Comparison of Pretest and Posttest for Experimental Class
4.1.5 Discussion
4.2 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Comprehension
4.2.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.2.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.2.3 Comparison of Pretest and Posttest for Control Class
4.2.4 Comparison of Pretest and Posttest for Experimental Class
4.2.5 Discussion
4.3 Qualitative Results and Discussion of Students' Attitudes and Views towards Visualization Strategy
4.3.1 Students' General Attitudes towards Visualization Strategy
4.3.2 The Advantages and Positive Influences of Visualization Strategy
4.3.3 Disadvantages and Suggestions on the Implementation of Visualization Strategy
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
攻讀學(xué)位期間科研成果
【參考文獻(xiàn)】：
期刊論文
[1]英語專業(yè)聽力教學(xué)多模態(tài)功能實(shí)驗(yàn)分析[J]. 胡璐. 實(shí)驗(yàn)室研究與探索. 2018(02)
[2]翻轉(zhuǎn)課堂模式下非英語專業(yè)學(xué)生英語學(xué)習(xí)焦慮的調(diào)查與研究[J]. 王越. 廣西師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2016(04)
[3]運(yùn)用TED演講輔助英語視聽說教學(xué)[J]. 趙燕飛. 教學(xué)與管理. 2016(21)
[4]大學(xué)英語學(xué)習(xí)焦慮的城鄉(xiāng)差異研究[J]. 許玉蘭. 湖北民族學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2016(03)
[5]高中英語聽力教學(xué)現(xiàn)狀及建議措施[J]. 黃靜. 中學(xué)生英語. 2016(18)
[6]讀圖時(shí)代可視化及其技術(shù)分析[J]. 呂永峰. 現(xiàn)代教育技術(shù). 2015(02)
[7]試聽教學(xué)法緩解英語聽力焦慮的策略探究[J]. 劉佳. 教育教學(xué)論壇. 2014(27)
[8]視覺輔助對(duì)外語聽力語篇內(nèi)容理解的影響[J]. 顧琦一,陳瑜之. 解放軍外國語學(xué)院學(xué)報(bào). 2014(03)
[9]國內(nèi)近二十年高中英語聽力理解研究綜述[J]. 陳雪. 教學(xué)與管理. 2014(03)
[10]大學(xué)生四級(jí)考試復(fù)合式聽寫狀態(tài)下的聽力焦慮研究[J]. 施渝,樊葳葳. 解放軍外國語學(xué)院學(xué)報(bào). 2013(06)
博士論文
[1]未來課堂環(huán)境下的可視化教學(xué)研究[D]. 葉新東.華東師范大學(xué) 2014
本文編號(hào)：2898107
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