高中生英语听力策略调查研究
发布时间：2018-12-07 20:05
【摘要】：众所周知,听力是外语学习中最重要的技能之一。在过去的几十年中,已经有了大量关于听力策略的研究。然而,其中的研究多数为外国研究者所做出且中国在听力策略上的研究屈指可数。此外,国内外很多关于听力策略的研究主要集中在英语专业学生和非英语专业学生上,忽视了中学生在使用听力策略的情况。因此,有必要在这方面进行研究为更好的了解高中生听力策略使用情况。本研究旨在分析高中生听力策略的使用情况,并试图找出高水平听力者和低水平听力者的区别以及文科生和理科生在使用听力策略上的区别,进而揭示出听力策略和听力水平之间的关系。此次研究对象为200名来自江西省遂川中学高二年级的学生,通过三种研究工具即听力测验,听力策略问卷及访谈对相关数据进行收集,并通过数据统计软件SPSS.17.0对定量数据进行分析。描述性统计分析、独立样本T检验和皮尔逊相关分析将分别被用来解答相关研究问题。本研究发现:1)高中生在听力过程中会使用听力策略,但使用频率不高,处于中等水平。2)高水平听力者比低水平听力者更多的使用听力策略。两组的显著差异主要体现在预先组织,选择性注意,自我监控,做笔记和减低焦虑策略的使用上。3)文科生比理科生使用的听力策略多,文科生倾向于使用元认知策略而理科生更偏向于认知策略,而且,这两组学生在预先组织,自我评价和降低焦虑策略的使用上有显著差异。4)听力水平与元认识策略的相关性最高,其次是认知策略和社会情感策略,值得注意的是翻译策略与听力水平呈负相关。基于以上研究结果,本文提出了一些教学启示。首先,教师应培养学生使用听力策略的意识.其次,教师应鼓励学生在听力练习中多使用元认知策略,如提前预习,抓关键信息,自我评估等。当然,教师也应尽可能给学生提供更多的机会来练习有效的听力策略,尤其是自我管理策略,推理策略,有效关注策略,事先准备策略等。最后教师在进行听力策略指导时,应考虑到学生不同的听力水平及文理科学生的不同。
[Abstract]:As we all know, listening is one of the most important skills in foreign language learning. In the past few decades, there has been a great deal of research on listening strategies. However, most of the studies have been done by foreign researchers and only a few studies have been conducted in China on listening strategies. In addition, many researches on listening strategies at home and abroad mainly focus on English majors and non-English majors, ignoring the use of listening strategies by middle school students. Therefore, it is necessary to study in this area in order to better understand the listening strategies of senior high school students. The purpose of this study is to analyze the use of listening strategies in senior high school students, and to find out the differences between the high level listening students and the low level listening students, as well as the differences between the arts students and the science students in the use of listening strategies. Furthermore, the relationship between listening strategies and listening level is revealed. The subjects of this study were 200 senior high school students from Suichuan Middle School in Jiangxi Province. The data were collected through three kinds of research tools, namely, listening test, listening strategy questionnaire and interview. The quantitative data are analyzed by the data statistic software SPSS.17.0. Descriptive statistical analysis, independent sample T test and Pearson correlation analysis will be used to solve the related research questions. The findings of this study are as follows: 1) High school students will use listening strategies in the process of listening, but the frequency is not high and they are at the medium level. 2) the high level of listening comprehension is more likely to use listening strategies than the low level of listening. The significant differences between the two groups were mainly reflected in the use of pre-organization, selective attention, self-monitoring, note-taking and anxiety reduction strategies. 3) the listening strategies used by liberal arts students were more than those used by science students. Arts students tend to use metacognitive strategies while science students tend to prefer cognitive strategies, and the two groups of students are preorganized. There are significant differences in the use of self-evaluation and anxiety reduction strategies. 4) listening level has the highest correlation with metacognitive strategies, followed by cognitive strategies and social affective strategies. It is worth noting that translation strategies are negatively correlated with listening proficiency. Based on the above research results, this paper puts forward some teaching enlightenment. First of all, teachers should cultivate students' awareness of using listening strategies. Secondly, teachers should encourage students to use metacognitive strategies in listening exercises, such as previewing, grasping key information and self-assessment. Of course, teachers should also provide students with more opportunities to practice effective listening strategies, especially self-management strategies, reasoning strategies, effective attention strategies, pre-preparation strategies and so on. Finally, teachers should take into account the different listening level of students and the differences of students in arts and science.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2367776
[Abstract]:As we all know, listening is one of the most important skills in foreign language learning. In the past few decades, there has been a great deal of research on listening strategies. However, most of the studies have been done by foreign researchers and only a few studies have been conducted in China on listening strategies. In addition, many researches on listening strategies at home and abroad mainly focus on English majors and non-English majors, ignoring the use of listening strategies by middle school students. Therefore, it is necessary to study in this area in order to better understand the listening strategies of senior high school students. The purpose of this study is to analyze the use of listening strategies in senior high school students, and to find out the differences between the high level listening students and the low level listening students, as well as the differences between the arts students and the science students in the use of listening strategies. Furthermore, the relationship between listening strategies and listening level is revealed. The subjects of this study were 200 senior high school students from Suichuan Middle School in Jiangxi Province. The data were collected through three kinds of research tools, namely, listening test, listening strategy questionnaire and interview. The quantitative data are analyzed by the data statistic software SPSS.17.0. Descriptive statistical analysis, independent sample T test and Pearson correlation analysis will be used to solve the related research questions. The findings of this study are as follows: 1) High school students will use listening strategies in the process of listening, but the frequency is not high and they are at the medium level. 2) the high level of listening comprehension is more likely to use listening strategies than the low level of listening. The significant differences between the two groups were mainly reflected in the use of pre-organization, selective attention, self-monitoring, note-taking and anxiety reduction strategies. 3) the listening strategies used by liberal arts students were more than those used by science students. Arts students tend to use metacognitive strategies while science students tend to prefer cognitive strategies, and the two groups of students are preorganized. There are significant differences in the use of self-evaluation and anxiety reduction strategies. 4) listening level has the highest correlation with metacognitive strategies, followed by cognitive strategies and social affective strategies. It is worth noting that translation strategies are negatively correlated with listening proficiency. Based on the above research results, this paper puts forward some teaching enlightenment. First of all, teachers should cultivate students' awareness of using listening strategies. Secondly, teachers should encourage students to use metacognitive strategies in listening exercises, such as previewing, grasping key information and self-assessment. Of course, teachers should also provide students with more opportunities to practice effective listening strategies, especially self-management strategies, reasoning strategies, effective attention strategies, pre-preparation strategies and so on. Finally, teachers should take into account the different listening level of students and the differences of students in arts and science.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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