视频听力测试研究：视觉信息在学术讲座理解过程中的作用

发布时间：2020-12-16 19:46

　　随着计算机网络技术的发展,中国学生能够方便地利用各种网络视频（如公开课、TED演讲等）来学习专业知识,视频材料也越来越频繁地出现在中国的外语教学情境之中,因为视频不仅能给学生提供更真实的、沉浸式的学习体验,还能够整合多种视觉信息（如图片、讲话者的手势、字幕等）来辅助学习。近年来,语言测试从业者也正在尝试将视频运用于听力测试当中,以提高考试的真实性（authenticity）,从而进一步保证测试的效度。在现阶段,基于视频的听力测试多出现在校本考试或课堂测试环境中,很少有大规模语言测试项目采用视频听力测试,其主要原因是,学界对视觉信息在听力过程中的作用与影响尚未有足够的了解。对此,国内外已有许多实证研究围绕视频听力测试展开,其研究话题包括视频听力和音频听力测试的对比（如Coniam 2001;Sueyoshi&Hardison 2005;Wagner 2006,2010b;Londe 2009;Suvorov 2013;Li 2013;Batty 2015等）、考生在视频听力测试过程中的认知行为（如Gruba 1999;Wagner 2007;Ockey 2007;Suvorov ... 

【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】：203 页

【学位级别】：博士

【文章目录】：
摘要
Abstract
Acknowledgements
List of abbreviations
Chapter 1 Introduction
    1.1 Background
    1.2 Purpose of the study
    1.3 Significance of the study
    1.4 Structure of the thesis
Chapter 2 Literature Review
    2.1 The definition of listening comprehension ability
    2.2 Theories of listening comprehension process
        2.2.1 Neurological models
        2.2.2 Psychological models
    2.3 The role of visual information in listening test
        2.3.1 Listeners’ video listening （vs. audio listening） test performance
        2.3.2 Listeners’ cognitive process in video-based listening test
        2.3.3 Listeners’ attitudes and perceptions about video-based listening test
        2.3.4 Research gaps
    2.4 The levels of comprehension in academic listening
        2.4.1 Theoretical perspectives
        2.4.2 Testing practices
    2.5 Research questions
    2.6 Summary
Chapter 3 Methodology
    3.1 Research design
    3.2 Participants
    3.3 Instruments
        3.3.1 Listening test one
            3.3.1.1 Lecture recording selection
            3.3.1.2 Item writing
            3.3.1.3 Item piloting
            3.3.1.4 Test counterbalancing
        3.3.2 Listening test two
        3.3.3 Post-test questionnaire
        3.3.4 Post-test focus-group interview questions
    3.4 Data collecting procedure
        3.4.1 Phase One
        3.4.2 Phase Two
    3.5 Data analysis
        3.5.1 Research Question One
        3.5.2 Research Question Two
        3.5.3 Research Question Three
    3.6 Summary
Chapter 4 Results and Discussion
    4.1 Multiple-choice measure
        4.1.1 The overall quality of listening test one （RQ1.1）
        4.1.2 Audio scores vs. video scores （RQ1.2）
        4.1.3 Interaction between input channel and question type （RQ1.3）
        4.1.4 Discussion on the results of multiple-choice measure
    4.2 Free notes measure
        4.2.1 The overall quality of free notes measure （RQ2.1）
        4.2.2 Audio notes vs. video notes （RQ2.2）
        4.2.3 Interaction between input channel and note type （RQ2.3）
        4.2.4 Discussion on the results of free notes measure
    4.3 Focus-group interview and questionnaire
        4.3.1 Perceptions on gist vs. detail understanding （RQ3.1）
        4.3.2 Perceptions on video vs. audio listening （RQ3.2）
        4.3.3 Preferences of video vs. audio listening （RQ3.3）
        4.3.4 Discussion on the results of focus-group interview and questionnaire
    4.4 Summary
Chapter 5 Conclusion
    5.1 Smmary of findings
    5.2 Implications
        5.2.1 Theoretical implications
        5.2.2 Practical implications
    5.3 Limitations and directions for future research
    5.4 Conclusion
References
Appendices
    Appendix 1 Transcripts for the selected video recordings
    Appendix 2 The test booklets of listening test one–Version A
    Appendix 3 The test booklets of listening test two
    Appendix 4 Post-test questionnaire
    Appendix 5 Post-test focus-group interview questions
    Appendix 6 Information structure for mental illness lecture recording
    Appendix 7 Information structure for cancer drug lecture recording
    Appendix 8 A sample of notes scoring method
    Appendix 9 Transcripts of the focus-group interview


【参考文献】：
博士论文
[1]多模态输入对英语听力理解的影响[D]. 李红叶.复旦大学 2013



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