高校体育专业学生英语听力策略培训研究
发布时间：2019-04-09 10:15
【摘要】：听力既是外语学习的重要目标之一,又是外语学习的重要途径之一,但许多体育专业学生对英语听力学习不够重视,而且很多教师仍旧采用传统的教学方法授课教授听力。结果造成高校体育专业学生的听力教学效率不高,学生的听力水平提高缓慢。近年来,听力策略培训受到国内外研究者的广泛关注。大量研究表明,听力策略培训能有效提高学习者的英语听力水平。然而,针对高校体育专业学生进行的相关研究却极为少见。因此,在本研究中,作者在体育专业学生的英语教学中进行听力策略培训,着重探究以下三个问题:第一,当前体育专业大学生听力策略的使用情况;第二,高分组学生和低分组学生策略使用的差异情况;第三,策略培训是否能够增强体育专业大学生的听力策略意识,提高听力水平。本文的研究对象是体育专业大二年级两个平行班的学生,共146人。两个班分别作为实验班(74人)和控制班(72人)。作者在实验班进行了为期15周的听力策略培训,示范并训练学生如何在听前、听中和听后三个阶段选择和使用不同的听力策略来实现不同的听力目标。而控制班按照传统的教学方法上课。作者在实验前后对两个班都进行了问卷调查和听力水平测试。所得实验数据均录入SPSS.21.0统计软件并进行分析。研究结果表明:1.体育专业学生普遍缺乏听力策略意识且他们听力策略使用水平低。在听力策略的三个子分类中,认知策略的使用频率最高,其次为社会情感策略,而元认知策略的使用频率最低。2.高分组学生与低分组学生在听力策略使用上存在很大差异,高分组学生使用策略的频率远远高于低分组学生。3.听力策略培训能有效增强体育专业学生听力策略意识,对提高学生的听力水平有一定的帮助。策略训练后,实验班学生的听力策略意识和听力水平有了显著提高,实验班的听力策略意识和听力成绩要明显高于控制班。本研究证实了听力策略培训能有效提高高校体育专业学生的听力策略意识和听力水平。本文为大学英语听力教学提供了有益的启示,对相关的实证研究具有借鉴作用。
[Abstract]:Listening is not only one of the important goals of foreign language learning, but also one of the important ways of foreign language learning. However, many PE majors do not pay enough attention to English listening learning, and many teachers still use traditional teaching methods to teach listening. Results the teaching efficiency of college physical education students was not high, and the listening level of college students improved slowly. In recent years, listening strategy training has been paid more and more attention by researchers both at home and abroad. A large number of studies have shown that listening strategy training can effectively improve learners' listening proficiency. However, it is very rare to study the physical education majors in colleges and universities. Therefore, in this study, the author conducts listening strategy training in English teaching for PE majors, focusing on the following three issues: first, the current situation of the use of listening strategies for PE students; Second, the differences between high-score students and low-score students in the use of strategies; third, whether strategy training can enhance the students' listening strategy awareness and improve listening level. The object of this study is 146 students in two parallel classes in the second year of physical education major. The two classes served as experimental classes (74) and control classes (72). The author conducted a 15-week listening strategy training course in the experimental class to demonstrate and train students how to choose and use different listening strategies to achieve different listening goals before, during and after listening. The control class is taught in accordance with the traditional teaching methods. Before and after the experiment, the author conducted a questionnaire survey and a listening test on both classes. The experimental data were inputted into SPSS.21.0 software and analyzed. The results show that: 1. Students majoring in physical education generally lack the sense of listening strategy and their listening strategy use level is low. Among the three sub-categories of listening strategies, cognitive strategies have the highest frequency, followed by social affective strategies, and metacognitive strategies have the lowest frequency. 2. There is a great difference between high-score students and low-score students in the use of listening strategies. The frequency of high-score students using strategies is much higher than that of low-score students. 3. Listening strategy training can effectively enhance the students' listening strategy consciousness and help to improve the listening level of the students. After the strategy training, the listening strategy consciousness and listening level of the experimental class were improved significantly, and the listening strategy consciousness and listening achievement of the experimental class were obviously higher than that of the control class. This study proves that listening strategy training can effectively improve the listening strategy awareness and listening level of PE majors in colleges and universities. This paper provides useful inspiration for college English listening teaching and can be used as a reference for empirical research.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
[Abstract]:Listening is not only one of the important goals of foreign language learning, but also one of the important ways of foreign language learning. However, many PE majors do not pay enough attention to English listening learning, and many teachers still use traditional teaching methods to teach listening. Results the teaching efficiency of college physical education students was not high, and the listening level of college students improved slowly. In recent years, listening strategy training has been paid more and more attention by researchers both at home and abroad. A large number of studies have shown that listening strategy training can effectively improve learners' listening proficiency. However, it is very rare to study the physical education majors in colleges and universities. Therefore, in this study, the author conducts listening strategy training in English teaching for PE majors, focusing on the following three issues: first, the current situation of the use of listening strategies for PE students; Second, the differences between high-score students and low-score students in the use of strategies; third, whether strategy training can enhance the students' listening strategy awareness and improve listening level. The object of this study is 146 students in two parallel classes in the second year of physical education major. The two classes served as experimental classes (74) and control classes (72). The author conducted a 15-week listening strategy training course in the experimental class to demonstrate and train students how to choose and use different listening strategies to achieve different listening goals before, during and after listening. The control class is taught in accordance with the traditional teaching methods. Before and after the experiment, the author conducted a questionnaire survey and a listening test on both classes. The experimental data were inputted into SPSS.21.0 software and analyzed. The results show that: 1. Students majoring in physical education generally lack the sense of listening strategy and their listening strategy use level is low. Among the three sub-categories of listening strategies, cognitive strategies have the highest frequency, followed by social affective strategies, and metacognitive strategies have the lowest frequency. 2. There is a great difference between high-score students and low-score students in the use of listening strategies. The frequency of high-score students using strategies is much higher than that of low-score students. 3. Listening strategy training can effectively enhance the students' listening strategy consciousness and help to improve the listening level of the students. After the strategy training, the listening strategy consciousness and listening level of the experimental class were improved significantly, and the listening strategy consciousness and listening achievement of the experimental class were obviously higher than that of the control class. This study proves that listening strategy training can effectively improve the listening strategy awareness and listening level of PE majors in colleges and universities. This paper provides useful inspiration for college English listening teaching and can be used as a reference for empirical research.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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