大学生英语听力学习阻力及应对研究

发布时间：2018-06-08 15:38

本文选题：大学生 + 英语听力　；参考：《江南大学》2017年硕士论文

【摘要】：随着教育全球化时代的到来,世界范围内被广泛使用的英语是大学生的必修课程。英语听力作为口语的核心素养,不仅是衡量学习者参与国际文化交流的首要指标,而且是大学英语课程与教学的重中之重。长期以来,中国大学生的英语听说水平仍有待改善,虽然相关学者对大学英语听力教与学的改革进行了不懈努力的研究,但由于语言复杂性、英语听力材料多样性、学生个体差异性等,非英语专业学习者容易在英语听力学习中产生不同的学习阻力。鉴于此,本文通过量化和质性研究方法对非英语专业大学生的英语听力学习阻力进行归因,在理论基础上积极探寻具有借鉴性的应对策略,对促进当下英语听力课程改革的发展具有重要的研究意义。本文主要从五大部分展开研究。首先,分析了本研究的选题缘由、研究意义、目标和研究设计方案,并重点总结了国内外关于英语听力学习阻力的相关研究成果。其次,介绍了信息加工、第二语言习得、具身认知及统觉学习等理论,以此作为论文进一步研究的理论基础。再次,从研究总体设计层面入手,分别阐述了通过问卷调查与质性研究分析得出的我国非英语专业大学生英语听力学习发展状况的关键因素。然后,基于深入的实证研究结果,具体分析了当下我国非英语专业大学生听力学习阻力关键因素的成因。最后,全面概括了大学生英语听力学习的基本特征,并在分析目前大学生英语听力学习现实困境的基础上,提出了听力学习阻力应对策略。通过研究发现,非英语专业大学生英语听力学习阻力在性别、年级、专业与生源地上存在显著性差异。从整体情况而言,非英语专业大学生英语听力学习阻力知觉水平处于一般范围内。通过调查表明,大多数大学生主要存在三类学习阻力:其一,听力知识存蓄阻力,主要包括语音音素的辨音能力相对较弱,对词汇的输入与理解比较单一,词法与句法结构意识较为匮乏;其二,听力统觉感知阻力,重点指向听力信息的感知受注意偏向影响,听力信息的短暂获得性记忆零碎,母语思维对听力思维产生负迁移;其三,听力情绪调控阻力,要点涵括焦虑的情绪扰乱听力信息正常接收,负性自动化思维助长不自信的心理,自我提高内驱力缺失阻扰听力学习。基于以上调查分析提出以下应对策略:其一,听力知识存蓄阻力应对策略,蕴含在语境中辨听语音语调意义,在图式库中构建词汇网络图,利用构式掌握语法规则系统;其二,听力统觉感知阻力应对策略,包括重视对听力信息的选择性注意、强化对听力信息的短时记忆力、生成领会听力信息的英语思维;其三,听力情绪调控阻力应对策略,包含明确自我认知并坚持分层学习,保持正确归因与积极心理暗示,体验听力语言情境并寓趣于学。
[Abstract]:With the arrival of the era of educational globalization, English, which is widely used in the world, is a compulsory course for college students. As the core accomplishment of oral English listening is not only the primary index to measure learners' participation in international cultural exchange but also the most important part of college English curriculum and teaching. For a long time, the level of English listening and speaking of Chinese college students still needs to be improved. Although relevant scholars have made unremitting efforts to study the reform of college English listening teaching and learning, due to language complexity, English listening materials are diverse. Non-English majors tend to have different learning resistance in English listening learning due to their individual differences. In view of this, this paper, by means of quantitative and qualitative research, ascribes to the resistance of non-English majors English listening learning, and actively explores the relevant coping strategies on the theoretical basis. It is of great significance to promote the development of English listening curriculum reform. This paper mainly from five parts of the study. First of all, the thesis analyzes the reason, significance, goal and design of the research, and summarizes the research results of English listening resistance both at home and abroad. Secondly, the theories of information processing, second language acquisition, personal cognition and apperception learning are introduced as the theoretical basis for further research. Thirdly, starting with the overall design of the study, this paper expounds the key factors of the development of non-English majors' English listening learning in China through questionnaire survey and qualitative analysis. Then, based on the results of in-depth empirical research, this paper analyzes the causes of the key factors of listening resistance of non-English majors in China. Finally, the basic characteristics of college students' English listening learning are summarized, and on the basis of analyzing the current difficulties of college students' English listening learning, the author puts forward the strategies of coping with listening resistance. It is found that there are significant differences in English listening resistance among gender, grade, major and student. On the whole, the level of English listening resistance perception of non-English majors is in the general range. The investigation shows that the majority of college students have three kinds of learning resistance: first, the ability of phoneme recognition is relatively weak, and the input and comprehension of vocabulary is relatively simple. Secondly, the perceptual resistance of listening apperception, which mainly points to the influence of attention bias on the perception of listening information, the temporary acquired memory of listening information is fragmented, and the mother tongue thinking has negative transfer to listening thinking. Thirdly, the resistance of emotional regulation of listening, the main points including anxiety of emotion disrupts the normal reception of hearing information, negative automatic thinking encourages the psychology of self-confidence, and the lack of self-improvement of internal drive hinders listening learning. Based on the above investigation and analysis, the following coping strategies are proposed: first, the strategies of listening knowledge storage resistance, which contain the meaning of phonetics and intonation in context, the construction of vocabulary network diagram in the schema library, and the use of construction to master the grammar rules system; The coping strategies of listening apperception resistance include paying attention to selective attention to listening information, strengthening short-term memory of listening information, and generating English thinking to understand listening information. It includes clear self-cognition and hierarchical learning, maintaining correct attribution and positive psychological cues, experiencing listening language situations and incorporating interest in learning.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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