基于图示理论高中英语听力教学研究
发布时间：2021-04-13 19:19
听作为四项语言技能之一,在交流中充当一个重要角色。听是重要的语言输入,是习得其它三种语言技能的基础。本研究以认知心理学中图式理论为出发点,分析了外语听力过程的实质,指出听力理解过程是“自上而下”和“自下而上”两种交互式图式模式。并且着力探讨高中英语听力教学与图式的关系,并就如何将图式理论应用于听力教学提出了一些具体的建议与方法,如利用关键词及上下文预测下文,看图讨论导入话题,激活与话题相关的背景知识,引导学生对听力材料的内容进行预测,以提高听力理解和听力教学效果。为此,本研究对温州市某一重点中学高一学生展开了为期一年的教学实验,从前测、后测和两次考试中收集数据,并从调查问卷和访谈等获取了学生学习态度转变,克服心理障碍,逐步掌握英语听力策略技巧的个体信息和整体状态。结论表明,教师应通过运用图式理论来指导听力教学,学生掌握了一定的听力技巧,增强了对英语听力的自信心和兴趣,提高了英语听力能力。因此,在高中英语听力教学中,教师应当帮助学生建立相关的背景知识,增强预设能力,建立并激活相关图式,应用两种信息处理方式,形成新的英语听力学习模式。在提出教学建议的同时,希望本文的不足之处能在将来的研究中...
【文章来源】：浙江大学浙江省 211工程院校 985工程院校 教育部直属院校
【文章页数】：65 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
中文摘要
Contents
Chapter 1 Introduction
1.1 Research Background
1.1.1 The Significance of Listening Comprehension
1.1.2 The Inefficiency of Current Listening Teaching in Senior Middle School
1.1.3 The Need for Finding Effective Teaching Models
1.2 Research Questions
1.3 Significance of the Study
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Schema Theory
2.1.1 Definition of Schema Theory
2.1.2 Categories of Schema Theory
2.1.2.1 Linguistic Schema
2.1.2.2 Content Schema
2.1.2.3 Formal Schema
2.2 English Listening Teaching in High School
2.2.1 The Goals of Listening Teaching Set by New English Curriculum Standar
2.2.2 The Process of Listening Comprehension
2.2.3 Main Factors Influencing Efficiency of Listening Comprehension
2.2.3.1 Lack of Appropriate Materials
2.2.3.2 Lack of Relevant Vocabulary and Background Knowledge
2.2.3.3 Lack of Listening Strategies
2.3 A Study of the Schema-based Listening Comprehension
2.3.1 Functions of Schema in Listening Comprehension
2.3.2 Limitations of Schema in Listening Comprehension
2.3.3 Modes of Listening Process Concerning Schema Theory
2.3.3.1 Bottom-up Mode
2.3.3.2 Top-down Mode
2.3.3.3 The Interactive Processing
2.4 Research on Schema Theory in Listening Teaching
2.4.1 Research on Schema Theory in Listening Teaching Abroad
2.4.2 Related Research in China
Chapter3 Methodology
3.1 Subjects
3.1.1 Students
3.1.2 Teaching Materials
3.2 Methods in the Study
3.2.1 Questionnaire
3.2.2 Tests
3.2.3 Interview
3.3 Teaching Methods Used in the Experimental Class
3.3.1 Methods of Activating Linguistic Schema
3.3.1.1 Hint with Conjunctions
3.3.1.2 Predictions by Tone
3.3.2 Methods of Activating Content Schema
3.3.2.1 Predictions by Given Words
3.3.2.2 Activating Through Discussing the Theme of the Passage
3.3.2.3 Activating Through Commenting on Pictures
3.3.3 Methods of Activating Formal Schema
3.3.3.1 Activating the Formal Schema of Narrative Texts
3.3.3.2 Activating the Formal Schema of Argumentative Texts
3.3.3.3 Activating the Formal Schema of Expository Texts
3.3.3.4 Activating the Formal Schema of Specific Texts
Chapter4 Results and Discussion
4.1 Results Analysis
4.1.1 Analysis of the Questionnaire
4.1.1.1 Difference of Current Situation in English Listening Learning
4.1.1.2 Difference of Strategies Use in English Listening Learning
4.1.1.3 Difference of Feedback on English Listening Teaching
4.1.2 Analysis of the Subjects' Listening Scores
4.1.2.1 The Analysis of the Subjects' Listening Scores of EC
4.1.2.2 The Analysis of the Subjects' Listening Scores of CC
4.1.2.3 The Statistical Comparison Between EC and CC
4.1.3 The Results of the Interview
Chapter5 Conclusion
5.1 Major Findings
5.1.1 More Effective Schema-based Teaching Mode
5.1.2 More Interesting Schema-based Teaching Mode
5.2 Pedagogical Implications
5.3 Limitations and Areas for Further Research
References
Appendix Ⅰ:Listening Questionnaire
Appendix Ⅱ:Listening Test （Pre-experiment）
Appendix Ⅲ:Listening Test（Post-experiment）
【参考文献】：
期刊论文
[1]英语听力教学的理论与方法[J]. 王守元,苗兴伟. 外语电化教学. 2003(04)
[2]策略教学法与外语听力教学[J]. 任素贞. 外语界. 2003(02)
[3]走出英语教学的误区[J]. 吴一安. 外语教学与研究. 2002(06)
[4]图式理论在L2阅读理解中的运用[J]. 崔雅萍. 外语教学. 2002(05)
[5]话题熟悉程度和问题类型对EFL听力理解的影响[J]. 黄福洪. 外语电化教学. 2002(01)
[6]英语学生焦虑感和听力理解的关系[J]. 杨晋. 外语研究. 2000(01)
[7]话题熟悉程度、语言水平和问题类型对EFL听力理解的影响:一项基于图式理论和关联理论的实验研究[J]. 黄子东. 现代外语. 1998(04)
[8]背景知识与听力策略——图式理论案例报告[J]. 刘绍龙. 现代外语. 1996(02)
本文编号：3135864
【文章来源】：浙江大学浙江省 211工程院校 985工程院校 教育部直属院校
【文章页数】：65 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
中文摘要
Contents
Chapter 1 Introduction
1.1 Research Background
1.1.1 The Significance of Listening Comprehension
1.1.2 The Inefficiency of Current Listening Teaching in Senior Middle School
1.1.3 The Need for Finding Effective Teaching Models
1.2 Research Questions
1.3 Significance of the Study
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Schema Theory
2.1.1 Definition of Schema Theory
2.1.2 Categories of Schema Theory
2.1.2.1 Linguistic Schema
2.1.2.2 Content Schema
2.1.2.3 Formal Schema
2.2 English Listening Teaching in High School
2.2.1 The Goals of Listening Teaching Set by New English Curriculum Standar
2.2.2 The Process of Listening Comprehension
2.2.3 Main Factors Influencing Efficiency of Listening Comprehension
2.2.3.1 Lack of Appropriate Materials
2.2.3.2 Lack of Relevant Vocabulary and Background Knowledge
2.2.3.3 Lack of Listening Strategies
2.3 A Study of the Schema-based Listening Comprehension
2.3.1 Functions of Schema in Listening Comprehension
2.3.2 Limitations of Schema in Listening Comprehension
2.3.3 Modes of Listening Process Concerning Schema Theory
2.3.3.1 Bottom-up Mode
2.3.3.2 Top-down Mode
2.3.3.3 The Interactive Processing
2.4 Research on Schema Theory in Listening Teaching
2.4.1 Research on Schema Theory in Listening Teaching Abroad
2.4.2 Related Research in China
Chapter3 Methodology
3.1 Subjects
3.1.1 Students
3.1.2 Teaching Materials
3.2 Methods in the Study
3.2.1 Questionnaire
3.2.2 Tests
3.2.3 Interview
3.3 Teaching Methods Used in the Experimental Class
3.3.1 Methods of Activating Linguistic Schema
3.3.1.1 Hint with Conjunctions
3.3.1.2 Predictions by Tone
3.3.2 Methods of Activating Content Schema
3.3.2.1 Predictions by Given Words
3.3.2.2 Activating Through Discussing the Theme of the Passage
3.3.2.3 Activating Through Commenting on Pictures
3.3.3 Methods of Activating Formal Schema
3.3.3.1 Activating the Formal Schema of Narrative Texts
3.3.3.2 Activating the Formal Schema of Argumentative Texts
3.3.3.3 Activating the Formal Schema of Expository Texts
3.3.3.4 Activating the Formal Schema of Specific Texts
Chapter4 Results and Discussion
4.1 Results Analysis
4.1.1 Analysis of the Questionnaire
4.1.1.1 Difference of Current Situation in English Listening Learning
4.1.1.2 Difference of Strategies Use in English Listening Learning
4.1.1.3 Difference of Feedback on English Listening Teaching
4.1.2 Analysis of the Subjects' Listening Scores
4.1.2.1 The Analysis of the Subjects' Listening Scores of EC
4.1.2.2 The Analysis of the Subjects' Listening Scores of CC
4.1.2.3 The Statistical Comparison Between EC and CC
4.1.3 The Results of the Interview
Chapter5 Conclusion
5.1 Major Findings
5.1.1 More Effective Schema-based Teaching Mode
5.1.2 More Interesting Schema-based Teaching Mode
5.2 Pedagogical Implications
5.3 Limitations and Areas for Further Research
References
Appendix Ⅰ:Listening Questionnaire
Appendix Ⅱ:Listening Test （Pre-experiment）
Appendix Ⅲ:Listening Test（Post-experiment）
【参考文献】：
期刊论文
[1]英语听力教学的理论与方法[J]. 王守元,苗兴伟. 外语电化教学. 2003(04)
[2]策略教学法与外语听力教学[J]. 任素贞. 外语界. 2003(02)
[3]走出英语教学的误区[J]. 吴一安. 外语教学与研究. 2002(06)
[4]图式理论在L2阅读理解中的运用[J]. 崔雅萍. 外语教学. 2002(05)
[5]话题熟悉程度和问题类型对EFL听力理解的影响[J]. 黄福洪. 外语电化教学. 2002(01)
[6]英语学生焦虑感和听力理解的关系[J]. 杨晋. 外语研究. 2000(01)
[7]话题熟悉程度、语言水平和问题类型对EFL听力理解的影响:一项基于图式理论和关联理论的实验研究[J]. 黄子东. 现代外语. 1998(04)
[8]背景知识与听力策略——图式理论案例报告[J]. 刘绍龙. 现代外语. 1996(02)
本文编号：3135864
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoxuetheo/3135864.html
