高中生英语听力理解过程中听力焦虑对听力策略的影响探究

发布时间：2018-06-11 22:07

本文选题：高中生 + 听力理解　；参考：《牡丹江师范学院》2017年硕士论文

【摘要】：听力在外语教学中有不容忽视的地位。然而,听力教学一直是中国英语教学中的一个薄弱环节。笔者通过教学实习发现中学生在听力理解的过程中伴随着较高的焦虑水平,从而导致无法正确使用听力策略。本论文旨在探讨高中生在听力理解过程中的听力焦虑和听力策略使用之间的关系。为此笔者在研究过程中必须解决以下三个问题:学生在听力理解过程中是否使用听力策略?学生在听力理解的过程中会有怎样的焦虑?听力焦虑对高中生在听力理解过程中的听力策略使用有怎样的影响?200名受试者参加了这项研究,分别来自牡丹江市育华中学以及牡丹江市第二中学。本研究所采用的工具包括问卷和SPSS 17.0。问卷包括三个部分:个人背景信息问卷,听力焦虑问卷和听力策略问卷。本研究的主要发现如下:1.大多数学生的听力处于中等水平。听力焦虑在他们中是一个非常普遍现象,受试者对听力策略的掌握程度低于中等水平,大多数学生希望能够更好掌握听力策略。2.参与本研究所有受试者中,近80%具有中等或高水平的听力焦虑。3.受试者的听力策略使用处于中等水平,其中社会/情感策略使用频率最高,其次是认知策略和元认知策略。4.通过Pearson相关性分析发现受试者的听力焦虑与整体听力策略使用呈显著负相关,结果表明,学生的焦虑程度越高,听力策略的使用越少。数据还表明,听力焦虑与认知策略相关性最高,其次是元认知策略和社会/情感策略。希望本研究有助于教育者及教师提高对听力焦虑和听力策略使用的关注,学生可以通过降低听力焦虑及采用适当的听力策略来提高听力水平。
[Abstract]:Listening can not be ignored in foreign language teaching. However, listening teaching has always been a weak link in the teaching of Chinese English. Through teaching practice, the author finds that high school students have a high level of anxiety in the process of listening comprehension, which leads to the inability to use the listening strategies correctly. This paper aims to explore the high school students' listening comprehension. To understand the relationship between listening anxiety and the use of listening strategies in the process of understanding, the author must solve the following three questions: do students use listening strategies in the process of listening comprehension? What is the anxiety of students in the process of listening comprehension? Listening anxiety is a listening strategy for high school students in the process of listening comprehension. 200 subjects participated in the study from Yuhua middle school in Mudanjiang and second middle school in Mudanjiang. The tools used in this study included questionnaires and SPSS 17.0. questionnaires including three parts: the personal background information questionnaire, the listening anxiety questionnaire and the listening strategy questionnaire. The main findings of this study 1. of the students' hearing is at a moderate level. Listening anxiety is a very common phenomenon in them, and the degree of listening strategies is lower than the middle level. Most students hope to have a better grasp of the listening strategy.2. to participate in all the subjects of this study, and nearly 80% of them have medium or high level of listening anxiety. The subjects' use of listening strategies is at the middle level, in which the frequency of social / affective strategies is the highest, followed by the cognitive strategy and metacognitive strategy.4. through the Pearson correlation analysis to find that the subjects' listening anxiety is negatively correlated with the overall listening strategies. The results show that the higher the students' anxiety and the listening strategies are. The data also showed that the correlation between listening anxiety and cognitive strategies was the highest, followed by metacognitive strategies and social / affective strategies. It was hoped that this study could help educators and teachers improve their listening anxiety and listening strategies, and students could improve listening comprehension by reducing listening anxiety and adopting appropriate listening strategies.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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