话题熟悉程度、语言水平和问题类型对韩国学生听力理解的影响

发布时间：2018-01-30 19:53

本文关键词： 听力理解话题熟悉程度语言水平问题类型　出处：《北京语言大学》2009年硕士论文　论文类型：学位论文

【摘要】： 本文基于图式理论和关联理论研究对外汉语教学中韩国学生的听力理解过程,选取了话题熟悉程度、语言水平和问题类型这三个自变量,讨论这三个自变量相结合对韩国学生听力理解的影响。作者首先说明了论文选题的原因和意义,第二章为文献综述,详细介绍了与听力理解有关的研究,包括听力理解的定义和本质、影响听力理解的因素、图式理论和关联理论以及它们的相关研究、背景知识和问题类型对第二语言学习者听力理解影响的研究。从第三章开始,本文开始进行实证研究,主要采用了实验设计和问卷调查相结合的方式,其中实验采用了重复测量两因素的三因素实验设计,对话题熟悉程度、语言水平和问题类型对韩国学生听力理解的影响进行了定量研究,提出了六个研究假设。实验的被试为一般韩国学生和高丽学院HSK高级补习班的学生共90人。研究结果表明,话题熟悉程度、语言水平和问题类型三个自变量的主效应都很显著,其中话题熟悉程度的主效应最强,语言水平次之,问题类型居最末。研究还发现,变量之间的三相交互效应并不显著,二相交互效应中只有话题熟悉程度和问题类型之间的交互效应呈显著意义,在听话题熟悉的语篇时,问题类型对学生的听力成绩没有造成显著影响;但是在听不熟悉的语篇时,问题类型对学生的听力成绩造成了显著影响,细题要比宏题答得好得多。根据研究结论,本文对听力课堂教学和教材编写提出了一些建议。将中高级对外汉语听力课堂教学分成三阶段:听前阶段、听力理解阶段和听后阶段,在听力课堂中适当地增加教师“讲”的部分,精听和泛听相结合;在编写听力教材的时候重视背景知识的作用,熟悉话题、不熟悉话题都应以适当的比例在听力教材中出现,听力语料方面要精听语料和泛听语料相结合,并加大泛听练习中宏题的比例。
[Abstract]:Based on schema theory and relevance theory, this paper studies the listening comprehension process of Korean students in TCFL, and selects three independent variables: topic familiarity, language proficiency and question type. This paper discusses the effect of these three independent variables on the listening comprehension of Korean students. The author first explains the reasons and significance of the selected topic. The second chapter is a literature review, including the definition and nature of listening comprehension and the factors affecting listening comprehension. Schema theory, relevance theory and their related studies, background knowledge and question types on second language learners' listening comprehension. It mainly adopts the combination of experimental design and questionnaire survey, in which the experiment adopts a three-factor experimental design of repeated measurement of two factors, and familiarity with the topic. The effects of language proficiency and question types on Korean students' listening comprehension were studied quantitatively. Six hypotheses were put forward. The subjects were the average Korean students and 90 students of the HSK advanced cram school in Koryo College. The results showed that the subjects were familiar with the topic. The main effects of the three independent variables of language level and question type are very significant, among which the main effect of topic familiarity is the strongest, language proficiency is the second, and the problem type is the last. The effect of three-phase interaction between variables is not significant. In the two-phase interaction, only the familiarity of topic and the interaction between question types are significant, when listening to discourse familiar with the topic. The type of question has no significant effect on the students' listening achievement; However, when listening to unfamiliar texts, the types of questions have a significant impact on the students' listening performance, and the detailed questions are much better than the macro questions. According to the conclusion of the study, this paper puts forward some suggestions on listening classroom teaching and textbook compilation. It divides the middle and advanced TCFL classroom teaching into three stages: pre-listening stage, listening comprehension stage and post-listening stage. In the listening class, we should add the part of the teacher's "speaking" properly, and combine the intensive listening with the pan-listening. When compiling listening materials, we should pay attention to the role of background knowledge, familiar with the topic, not familiar with the topic should be in a proper proportion in the listening textbooks, listening corpus should be combined with the extensive listening corpus. And increase the proportion of macro-questions in pan-listening practice.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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