Oxford的策略培训模式在高职高专旅游英语专业学生听力教学中的应用

发布时间：2018-04-24 19:29

本文选题：高职学生 + 听力理解　；参考：《郑州大学》2014年硕士论文

【摘要】：职业教育以就业为导向,必须始终把就业目标放在第一位。高职高专旅游英语专业学生的听力水平的现状和职业性决定了他们需要拥有较高的英语听力水平。以往也有专家和学者对Oxford的策略培训模式做出研究,但是大多数集中在大学本科学生,在高职中的研究却比较缺乏,相关英语学习策略的应用研究成果也相当少。所以Oxford的培训模式在高职高专旅游英语专业学生听力教学中的应用显得尤为迫切。本研究是以O'Malley和Chamot的学习策略理论为基础,以Oxford的策略培训模式为指导,其目的是探究在此模式指导下的英语听力教学是否能够改善高职院校听力教学的现状。本研究采取了定量研究与定性研究相结合的方法,对郑州旅游职业学院旅游英语专业二年级两个班的100名学生进行了一个学期的实证研究。本研究采用了测试、问卷调查和访谈等方法收集实验数据。并对实验数据使用SPSS进行了统计分析。通过对实验班和控制班前测和后测成绩进行的配对样本T检验,调查问卷和访谈,研究结果表明：(1)在影响高职学生听力理解的主要因素中词汇居首,其次是记忆、集中注意力、熟悉文章的主题、以及区分重点和侧重点的能力。(2)在听力理解的过程中,学生对策略的使用不太普遍。相较而言,对认知策略的使用较多,而对元认知策略和社会情感策略的使用普遍较少,这说明高职学生不知道怎样有效地学习,缺乏自觉提高听力水平的意识和主动性。(3)实验班听力理解能力明显高于控制班,说明Oxford的策略培训模式能够有效提高学生的听力理解能力,增强了听力策略使用的意识,提高了学生的自主学习能力和合作学习的能力。(4)在培训的八种策略中,学生们普遍认为选择性注意、推断、联想发挥、想象这四项策略能更有效的提高他们的听力理解能力。该研究结果对高职高专学生的英语听力教学具有一定的现实意义。本次研究的结果是对以往研究的验证,同时也是补充,希望本研究能够给高职院校英语听力教学的改革带来一定的推进作用。
[Abstract]:Vocational education is employment-oriented and must always put the employment goal first. The present situation and occupation of students majoring in tourism English in higher vocational colleges decide that they need to have a high level of English listening. In the past, some experts and scholars have made researches on the strategy training model of Oxford, but most of them are focused on undergraduate students, but the research in higher vocational colleges is relatively scarce, and the research results on the application of English learning strategies are quite few. Therefore, the application of Oxford training mode in the listening teaching of tourism English majors in higher vocational colleges is particularly urgent. This study is based on the learning strategy theory of O'Malley and Chamot and guided by Oxford's strategy training model. The purpose of this study is to explore whether listening teaching under the guidance of this model can improve the present situation of listening teaching in higher vocational colleges. By combining quantitative and qualitative studies, this study conducted a one-semester empirical study of 100 students in two classes of tourism English major in Zhengzhou Vocational College of Tourism (Zhengzhou Tourism Vocational College). This study collected experimental data by means of test, questionnaire and interview. SPSS is used to analyze the experimental data. Through the paired sample T test, questionnaire and interview, the results show that the vocabulary is the most important factor affecting the listening comprehension of vocational college students, followed by memory and concentration. Familiarity with the topic of the article, as well as the ability to distinguish between focus and focus, is less common in listening comprehension. In contrast, cognitive strategies are used more frequently, but metacognitive strategies and social affective strategies are less widely used, which indicates that vocational college students do not know how to learn effectively. The lack of awareness and initiative to improve listening ability in the experimental class is significantly higher than that in the control class, indicating that Oxford's strategy training model can effectively improve students' listening comprehension ability and enhance their awareness of listening strategy use. In the eight strategies of training, students generally think that selective attention, inference, association and imagination can improve their listening comprehension ability more effectively. The results of this study are of practical significance to English listening teaching of vocational college students. The results of this study are not only a verification of previous studies, but also a complement. It is hoped that this study can bring some impetus to the reform of English listening teaching in higher vocational colleges.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H319.3;F590-4

【共引文献】