許多研究已證實聽寫運用于二語教學有助于提高各項能力水平（如聽力、寫作等）,但值得關注的是這些研究很少以聽寫作為研究對象,探討如何在聽寫中有效地將理解與產(chǎn)出緊密結(jié)合起來。近年來,二語研究的最新理論成果—“續(xù)”論（Wang 2016,2017）,強調(diào)“續(xù)”在互動促學中的作用,即以“續(xù)”的方式將理解和產(chǎn)出緊密結(jié)合,強化兩者互動協(xié)同,提高二語學習效率�！袄m(xù)”的理念為研究聽寫本身提供了可能。本研究旨在通過這一理論中的“續(xù)”與聽寫任務相結(jié)合進一步研究聽寫中理解與產(chǎn)出緊密結(jié)合產(chǎn)生的協(xié)同效應的促學效果。實驗研究中的受試為兩個平行班選取的68名初中三年級學生,分為實驗組和對照組,每組各34人。選擇受試的依據(jù)是他們中考�？嫉挠⒄Z測試分數(shù)。兩組對同一篇故事材料進行不同的聽寫任務,其中實驗組在閱讀完故事的開頭部分后,要求續(xù)聽寫下故事的結(jié)尾部分。對照組則要求聽寫下整篇故事。故事的結(jié)尾部分作為比較兩組聽寫質(zhì)量的依據(jù)。為了考察這種續(xù)聽寫任務（或讀聽結(jié)合式聽寫）是否會對聽力理解產(chǎn)生促進作用,受試在聽寫任務中需要完成相應的理解問卷（包括一項理解測試）。任務完成后,對兩組的3名學生隨即進行回顧性訪談,訪談的結(jié)果用來進一步... 

【文章來源】：廣東外語外貿(mào)大學廣東省

【文章頁數(shù)】：116 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Introduction
    1.2 Research orientation
    1.3 Research rationale
    1.4 Key research questions
    1.5 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Introduction
    2.2 Dictation
        2.2.1 An overview
        2.2.2 The facilitative effect of dictation on L2 teaching and testing
        2.2.3 Related studies on dictation
        2.2.4 Studies on dictation errors
    2.3 The 'Xu' argument
        2.3.1 An introduction to the 'Xu' argument
        2.3.2 L2 learning mechanism in the 'Xu' argument
            2.3.2.1 Asymmetry between comprehension and production
            2.3.2.2 The interactive alignment model(IAM)
        2.3.3 The applicability of'Xu'in L2 learning
    2.4 The dictation continuation task
        2.4.1 The influence of the dictation continuation task on text comprehension
        2.4.2 Alignment in the dictation continuation task
        2.4.3 The dictation continuation task and L2 development
    2.5 Research questions and hypotheses
    2.6 Summary
CHAPTER THREE METHODOLOGY
    3.1 Introduction
    3.2 Research design
    3.3 Participants
    3.4 Materials and text recordings
    3.5 Instruments
        3.5.1 Questionnaires
        3.5.2 Dictation tests
        3.5.3 Retrospective interviews
    3.6 Procedures
        3.6.1 Pilot study
        3.6.2 Experimental study
    3.7 Data collection and analysis
        3.7.1 Aligned words and four-word structures
        3.7.2 Error types
        3.7.3 Scoring scheme
    3.8 Summary
CHAPTER FOUR DATA ANALYSES AND RESULTS
    4.1 Introduction
    4.2 Comprehension questionnaires for the dictation continuation task and the traditional dictation task
        4.2.1 A comparison between read-then-listen and listen-only input in the two dictation tasks
    4.3 Effect of the dictation continuation task and the traditional dictation task on text comprehension
        4.3.1 Effect of read-then-listen and listen-only input on text comprehension
    4.4 Effect of the dictation continuation task and the traditional dictation task on linguistic alignment
        4.4.1 Alignment at the level of words
        4.4.2 Alignment with four-word structures
    4.5 Effect of the dictation continuation task and the traditional dictation task on dictation performance
        4.5.1 The interactional effect of two dictation tasks with L2 learners' proficiency levels on scores
        4.5.2 The interactional effect of two dictation tasks with error categories on error frequencies
    4.6 Summary
CHAPTER FIVE DISCUSSIONS AND CONCLUSION
    5.1 Introduction
    5.2 Major findings
    5.3 Discussion
        5.3.1 Research Question 1:How do the two dictation tasks affect L2 learners' comprehension of the text?
        5.3.2 Research Question 2:Do the two dictation tasks differ in alignment effects?And how is it related with results from Research Question1?
        5.3.3 Research question 3:In what ways do L2 learners improve their dictation performances in the two dictation tasks?And how is it related with results from Research Questions1 and 2?
    5.4 Implications
    5.5 Limitations and suggestions for further reaearch
    5.6 Conclusion
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F


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