图式理论指导下的英语听力教学对非英语专业大学生英语听力与学习兴趣的影响研究
发布时间：2021-04-14 08:33
英语学习包括培养学习者的听、说、读、写能力。随着国际交流的日益深入和对外语交流能力的要求,英语听说能力逐渐受到重视。最新教育部《大学英语课程教学指南》提出大学英语教学应该更多地关注学生的听力和口语能力,使其能更好地适应日益变化的国际环境。除此之外,对于非英语专业大学生来说,英语听力成绩在全国英语四六级考试中占了总成绩的35%,跟英语阅读所占比重持平。这些都说明英语听力能力的提高在当今全球化背景下是很有必要的。然而,和其他英语技能相比,听力理解是我国大学生相对比较薄弱的环节。其原因可以从两方面分析:第一是学习者比较重视词汇、语法等基本语言知识的学习和提高;第二是教师对于英语听力教学还缺乏相应的教学策略和方法。传统的听力教学大多采取教师播放录音—学生听并且做练习—教师订正答案的三步式教学,这种教学方法会让学生产生厌倦并对英语学习失去兴趣。除此之外,在相关研究中,研究者倾向于理论研究,对教学法的实施缺乏实践论证。针对我国大学生英语听力水平薄弱和传统教学模式单一枯燥的现状,本研究试图将图式理论引入大学英语听力教学课堂,不仅重视听前图式导入,还注重听后图式回顾,希望可以填补一些前人研究的不足,并...
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：144 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.1.1 The Importance f English Listening
1.1.2 The Current Situation of English Listening
1.1.3 Necessity of Teaching English Listening under Schema Theory
1.2 Research Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition and Classification of Schema
2.2 Schema Theory
2.3 Research on English Listening via Schema-Theory-based Teaching
2.3.1 Research Abroad
2.3.2 Research at Home
2.4 Research on English Learning Interest Via Schema-Theory-based Teaching
2.4.1 Research Abroad
2.4.2 Research at Home
2.5 Research Gap of the Previous Study
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Experimental Method
3.3.2 Tests
3.3.3 Scale
3.3.4 Semi-structural Interview
3.4 Triangulation
3.5 Data Collection and Treatment
3.6 Implementation of Schema-theory-based Teaching in Listening Class
3.6.1 Pre-listening Stage
3.6.2 While-listening Stage
3.6.3 After-listening Stage
Chapter Four Results and Discussion
4.1 Results and Discussion of Quantitative Research
4.1.1 Results of Listening Comprehension and Learning Interest from Pretest
4.1.1.1 Descriptive Statistics of Results from Pretest
4.1.1.2 Comparison of Differences Between the Results of theExperimental Class and Those of the Control Class in Pretest
4.1.2 Results of Listening Comprehension and Learning Interest fromPost-test
4.1.2.1 Descriptive Statistics of Results from Post-test
4.1.2.2 Comparison of Differences between the Results of theExperimental Class and Those of the Control Class in Post-test
4.1.3. Comparison of Pretest and Post-test in Control Class
4.1.4 Comparison of Pretest and Post-test in Experimental Class
4.1.5 The Correlation of English Listening Scores and English LearningInterest
4.2 Results and Discussion of Qualitative Research
4.2.1 Effect of Schema-theory-based Teaching on Students' English listeningScores and the Corresponding Reasons
4.2.1.1 Opinions from High-Level Group Students
4.2.1.2 Opinions from Middle-Level Group Students
4.2.1.3 Opinions from Low-Level Group Students
4.2.2 Effect of Schema-theory-based Teaching on Students' English LearningInterest and the Corresponding Reasons
4.2.3 Problems and Suggestions on Implementing Schema-theory-basedTeaching
Chapter Five Conclusions
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions for Future Research
References
Appendices
Appendix Ⅰ Pretest
Appendix Ⅱ Post Test
Appendix Ⅲ 英语学习兴趣调査问卷
Appendix Ⅳ 访谈提纲
Appendix Ⅴ Teaching Case Plan
Appendix Ⅵ Teaching materials
攻读学位期间的科研成果
【参考文献】：
期刊论文
[1]图式理论在高校英语听力教学中的应用[J]. 王芳. 英语教师. 2018(14)
[2]认知图示理论指导下的英语教学[J]. 刘艳. 中国教育学刊. 2016(S1)
[3]图式理论对新闻英语听力教学的启示[J]. 沈洪木. 教育理论与实践. 2016(27)
[4]教师教育行为、英语课堂焦虑与英语学习成绩的关系研究[J]. 陈泽如. 教育参考. 2016(04)
[5]基于图式理论的大学英语听力教学研究[J]. 王建颖. 内蒙古师范大学学报(教育科学版). 2015(03)
[6]影响民族地区高校学生公外英语学习兴趣的教师相关因素探析[J]. 田原. 民族教育研究. 2015(01)
[7]大学英语听力教学研究现状与问题分析——基于国内CSSCI期刊论文的分析（1994-2013）[J]. 柯应根,董艳. 外语电化教学. 2014(05)
[8]应用语言学研究中的混合法[J]. 张培. 中国外语. 2014(02)
[9]谈大学英语教学中学生学习兴趣的激发策略[J]. 胡燕琴,何奕娇. 教育探索. 2013(01)
[10]量化vs.质化 是非七辨[J]. 孙五三,刘晓红. 新闻与传播研究. 2012(04)
博士论文
[1]基于文本图式构建培养学生发散思维的行动研究[D]. 杨昌周.西南大学 2017
硕士论文
[1]图式理论在初中英语听力教学中的运用研究[D]. 黄镇红.上海师范大学 2014
[2]高等农业院校本科生英语学习兴趣研究[D]. 付兆佳.华中农业大学 2012
[3]以图式理论为指导探析高职英语听力教学的提高与改善[D]. 刘翠翠.中国石油大学 2011
[4]图式理论在英语听力教学中的应用[D]. 胡晓莉.山东大学 2008
本文编号：3137015
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：144 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.1.1 The Importance f English Listening
1.1.2 The Current Situation of English Listening
1.1.3 Necessity of Teaching English Listening under Schema Theory
1.2 Research Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definition and Classification of Schema
2.2 Schema Theory
2.3 Research on English Listening via Schema-Theory-based Teaching
2.3.1 Research Abroad
2.3.2 Research at Home
2.4 Research on English Learning Interest Via Schema-Theory-based Teaching
2.4.1 Research Abroad
2.4.2 Research at Home
2.5 Research Gap of the Previous Study
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Experimental Method
3.3.2 Tests
3.3.3 Scale
3.3.4 Semi-structural Interview
3.4 Triangulation
3.5 Data Collection and Treatment
3.6 Implementation of Schema-theory-based Teaching in Listening Class
3.6.1 Pre-listening Stage
3.6.2 While-listening Stage
3.6.3 After-listening Stage
Chapter Four Results and Discussion
4.1 Results and Discussion of Quantitative Research
4.1.1 Results of Listening Comprehension and Learning Interest from Pretest
4.1.1.1 Descriptive Statistics of Results from Pretest
4.1.1.2 Comparison of Differences Between the Results of theExperimental Class and Those of the Control Class in Pretest
4.1.2 Results of Listening Comprehension and Learning Interest fromPost-test
4.1.2.1 Descriptive Statistics of Results from Post-test
4.1.2.2 Comparison of Differences between the Results of theExperimental Class and Those of the Control Class in Post-test
4.1.3. Comparison of Pretest and Post-test in Control Class
4.1.4 Comparison of Pretest and Post-test in Experimental Class
4.1.5 The Correlation of English Listening Scores and English LearningInterest
4.2 Results and Discussion of Qualitative Research
4.2.1 Effect of Schema-theory-based Teaching on Students' English listeningScores and the Corresponding Reasons
4.2.1.1 Opinions from High-Level Group Students
4.2.1.2 Opinions from Middle-Level Group Students
4.2.1.3 Opinions from Low-Level Group Students
4.2.2 Effect of Schema-theory-based Teaching on Students' English LearningInterest and the Corresponding Reasons
4.2.3 Problems and Suggestions on Implementing Schema-theory-basedTeaching
Chapter Five Conclusions
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions for Future Research
References
Appendices
Appendix Ⅰ Pretest
Appendix Ⅱ Post Test
Appendix Ⅲ 英语学习兴趣调査问卷
Appendix Ⅳ 访谈提纲
Appendix Ⅴ Teaching Case Plan
Appendix Ⅵ Teaching materials
攻读学位期间的科研成果
【参考文献】：
期刊论文
[1]图式理论在高校英语听力教学中的应用[J]. 王芳. 英语教师. 2018(14)
[2]认知图示理论指导下的英语教学[J]. 刘艳. 中国教育学刊. 2016(S1)
[3]图式理论对新闻英语听力教学的启示[J]. 沈洪木. 教育理论与实践. 2016(27)
[4]教师教育行为、英语课堂焦虑与英语学习成绩的关系研究[J]. 陈泽如. 教育参考. 2016(04)
[5]基于图式理论的大学英语听力教学研究[J]. 王建颖. 内蒙古师范大学学报(教育科学版). 2015(03)
[6]影响民族地区高校学生公外英语学习兴趣的教师相关因素探析[J]. 田原. 民族教育研究. 2015(01)
[7]大学英语听力教学研究现状与问题分析——基于国内CSSCI期刊论文的分析（1994-2013）[J]. 柯应根,董艳. 外语电化教学. 2014(05)
[8]应用语言学研究中的混合法[J]. 张培. 中国外语. 2014(02)
[9]谈大学英语教学中学生学习兴趣的激发策略[J]. 胡燕琴,何奕娇. 教育探索. 2013(01)
[10]量化vs.质化 是非七辨[J]. 孙五三,刘晓红. 新闻与传播研究. 2012(04)
博士论文
[1]基于文本图式构建培养学生发散思维的行动研究[D]. 杨昌周.西南大学 2017
硕士论文
[1]图式理论在初中英语听力教学中的运用研究[D]. 黄镇红.上海师范大学 2014
[2]高等农业院校本科生英语学习兴趣研究[D]. 付兆佳.华中农业大学 2012
[3]以图式理论为指导探析高职英语听力教学的提高与改善[D]. 刘翠翠.中国石油大学 2011
[4]图式理论在英语听力教学中的应用[D]. 胡晓莉.山东大学 2008
本文编号：3137015
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