图式策略在大学英语听力教学中的实证研究

发布时间：2018-01-13 17:19

本文关键词：图式策略在大学英语听力教学中的实证研究　出处：《西北民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：听力理解能力对英语学习者来说是一项必不可少的技能,它对英语学习与日常交际均有非常重要的作用。听力理解能力的提高不仅有利于提高学习者的英语综合能力还有助于提高学习者的日常交际能力。然而,目前大部分的英语教学比较重视学习者写作能力与阅读能力的提高而忽视其听力能力,同时,传统的听力教学,即放听力—听听力—对答案的英语听力教学模式使学习者陷入一种被动的学习状态,大部分学生对英语听力学习的兴趣不高,英语听力教学效率低下,针对该问题本文试分析图式理论在大学英语教学中的作用,寻找一种更有效的大学英语听力教学法。图式理论强调背景知识在听力理解过程中起着至关重要的作用,图式分为三类:语言图式、内容图式、形式图式。图式理论认为,听力理解是一种互动的信息加工模式,包括自下而上和自上而下两种信息加工模式,基于这种模式,听力理解的过程就是学习者的背景知识(学习者所具备的词汇语法知识、对听力材料所涉及的内容的了解等)与学习者听到的听力材料相互作用的过程。在听力理解的过程中,学习者需要激活自身的背景知识,并将背景知识与所听到的听力材料联系起来来理解新的材料,学习者对背景知识的激活程度决定了其对听力材料的理解深度,将图式理论用到听力理解的过程中,能够使学习者的学习由被动的过程转变为积极的过程。根据以上背景,本文主要研究一下三个问题:(一)图式理论能否提高大学生学习英语听力的兴趣;(二)将图式理论应用到大学英语听力教学中能否提高大学生英语听力能力;(三)如果图式理论应用到大学英语听力教学中能够提高大学生的英语听力水平,那么对哪类题型的提高效果最为显著?本文以实验法为主、以问卷调查法为辅,以西北民族大学2015级两个非英语专业的平行班的学生为研究对象,将一个班定位控制班,另一个班定为实验班,在对两个班进行为期16周的教学前分别以2015年6月的四级听力对两个班进行测试,实验班采用图式理论的教学法,即对学生按照图式的构建、图式的激活、图式的构建的进行步骤教学;而控制班采取传统的教学法即放听力、听听力、对答案的步骤进行教学,在16周的教学之后,再用2015年12月的四级听力对两个班进行测试,最后用SPSS软件的前后测成绩进行统计分析,通过分析来确定图式理论应用到大学英语听力教学中能否提高大学生的英语听水平;如果能提高,对哪类题型的作用更加明显。再通过对实验班和控制班的学生进行问卷调查来了解他们对图式理论的了解程度及情感态度的变化。通过这些研究进一步证实了图式理论对英语听力教学有着重要的意义,无论是从对学生的听力能力及学习兴趣的提高上来讲,还是从对教师的工作创新的角度上来讲,图式理论还有很大的研究空间。
[Abstract]:Listening comprehension is an essential skill for English learners. It plays a very important role in both English learning and daily communication. The improvement of listening comprehension is not only helpful to improve learners' comprehensive English competence but also to improve their daily communicative competence. At present, most of English teaching pays more attention to the improvement of learners' writing and reading ability, but neglects their listening ability. At the same time, traditional listening teaching. That is, listening listening-listening listening-listening to the answers of the English listening teaching model makes the learners into a passive learning state, most of the students in English listening learning interest is not high, English listening teaching efficiency is low. In view of this problem, this paper tries to analyze the role of graph theory in college English teaching. The schema theory emphasizes that background knowledge plays an important role in listening comprehension. Schema is divided into three categories: language schema and content schema. Formal schemata. Schema theory holds that listening comprehension is an interactive information processing model, including bottom-up and top-down information processing models, based on this model. The process of listening comprehension is the learners' background knowledge (vocabulary and grammar knowledge). The process of interaction between listening materials and listening materials. In the process of listening comprehension, learners need to activate their own background knowledge. Background knowledge is associated with listening materials to understand the new materials. Learners' activation of background knowledge determines the depth of their understanding of listening materials. Applying schema theory to listening comprehension can change learners' learning from passive to positive. This paper focuses on three questions: (1) whether schema theory can improve the interest of college students in learning English listening; (2) whether the schema theory can improve the listening ability of college students in college English listening teaching; (3) if schema theory is applied to college English listening teaching to improve the listening level of college students, which type of question type can improve the listening ability of college students most significantly? This paper is based on the experimental method, supplemented by questionnaire, and takes two parallel classes of non-English majors in Northwest University for nationalities in 2015 as the research object. One class is classified as the orientation control class and the other class as the experimental class. Before teaching the two classes for 16 weeks, the two classes were tested with CET-4 listening comprehension on June 2015. The experimental class adopted the schema theory teaching method, that is, the students were constructed according to the schemata. The activation of schemata and the construction of schemata; The control class adopted the traditional teaching method, that is, listening, listening, and teaching the steps of the answer. After 16 weeks of teaching, the two classes were tested with CET-4 on December 2015. Finally, through the statistical analysis of the pre-and post-test results of the SPSS software, it is determined whether the schema theory can be applied to college English listening teaching to improve the listening proficiency of college students. If you can improve. The students in the experimental class and the control class were investigated by questionnaire to find out their understanding of schema theory and the change of their affective attitude. Type theory is of great significance to English listening teaching. In terms of improving students' listening ability and learning interest, as well as the innovation of teachers' work, schema theory still has a lot of research space.
【学位授予单位】：西北民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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