英语听前活动对初中生听力理解影响的实验研究

发布时间：2019-06-26 12:00

【摘要】：听力是影响人们交流的重要因素之一,并且在语言教学四项基本技能中,听力被列于首位。然而,在实际英语听力教学中,提高学生听力技能和听力理解水平比较困难,这对老师而言也是一个巨大的挑战。听力包括听前、听中和听后活动三个阶段。一些关于听前活动的研究表明,听前活动确实能提高学生的听力理解能力。但是听前活动的研究,特别是关于初中生听前活动的研究需要深入。本研究是为了探讨英语听前活动对初中生听力理解的影响和实验前后学生对听前活动态度的变化。在本次研究中,作者主要想解决两个问题:(1)听前活动是否对学生的听力理解有显著影响?如果有,影响有多大?(2)学生实验前后对听前活动的态度有什么变化?实验后,学生喜欢哪种形式和类型的听前活动?被试对象是南昌某中学初一两个班级的77名学生。这两个班级的英语老师是笔者本人,他们被分为实验组和控制组。实验前,两个班都接受了前测,与此同时,作者还对实验班进行了关于学生对听前活动态度的调查。前测结果表明,两个班的听力水平没有显著差异。随后,实验班接受为期四个月的听前活动训练。实验结束后,作者在实验班进行了后测问卷调查并且让实验组参加后测。所有数据被输入SPSS19.0,通过描述性统计、配对样本检验和独立样本检验分析听前活动对学生听力理解的影响及学生实验前后对听前活动态度的变化。基于所得的数据结果,得出了以下结论:(1)听前活动对学生的听力理解有帮助。前测成绩结果表明,两个班英语听力水平相似,然而,实验后实验组的听力平均分高于控制组,这表明两个班在听力水平上有明显差异。两次测试的结果表明听前活动对学生的听力理解能力有显著影响,并且它能提高学生的听力理解能力。(2)前测问卷和后测问卷结果显示,实验前后学生对听前活动的态度有很大改变。实验后,学生认为在听力中,他们能更好地运用如预测、推断和根据关键词及内容猜测等听力策略。与此同时,他们还认为老师提供一些新词语和与听力内容相关的背景知识对他们的听力理解有很大的帮助。但是,面对陌生的听力内容他们仍然会紧张。除此之外,他们表示实验后对听前活动有了更好的理解。最后,学生表示他们最喜欢像视频和歌曲这一类生动活泼的听前活动,并且认为像预教词汇和提供背景知识这样的听前活动对听力理解更有帮助。文章最后,作者关于怎样帮助学生提高听力理解提出了一些建议。例如,在听力课堂上使用不同的听前活动;教学生如何使用听力策略和听力前应做哪些准备;创造舒适的环境并且提供背景知识等。与此同时,作者还为进一步的研究提出了建议。
[Abstract]:Listening is one of the important factors that affect people's communication, and listening is ranked first among the four basic skills of language teaching. However, it is difficult to improve students' listening skills and listening comprehension in practical English listening teaching, which is also a great challenge for teachers. Listening includes three stages: pre-listening, listening and post-listening. Some studies on pre-listening activities have shown that pre-listening activities can really improve students' listening comprehension. However, the study of pre-listening activities, especially the pre-listening activities of junior high school students, needs to be further studied. The purpose of this study is to explore the influence of English prelistening activities on listening comprehension of junior high school students and the change of students' attitude towards preauditory activities before and after the experiment. In this study, the author mainly wants to solve two problems: (1) does pre-listening activities have a significant impact on students' listening comprehension? If so, what is the impact? (2) what are the changes in students' attitudes towards pre-listening activities before and after the experiment? After the experiment, what form and type of pre-listening activities do students like? The subjects were 77 students from two classes in Grade one of a middle school in Nanchang. The English teachers in these two classes are the author himself, and they are divided into experimental group and control group. Before the experiment, both classes were tested before the experiment. At the same time, the author also conducted a survey on the students' attitude towards pre-listening activities in the experimental class. The results of pre-test showed that there was no significant difference in listening level between the two classes. Subsequently, the experimental class received four months of pre-listening training. At the end of the experiment, the author conducted a post-test questionnaire survey in the experimental class and asked the experimental group to take part in the post-test. All the data were input into SPSS19.0, through descriptive statistics, matched sample test and independent sample test to analyze the influence of pre-listening activities on students' listening comprehension and the changes of students' attitude towards pre-listening activities before and after the experiment. Based on the data obtained, the following conclusions are drawn: (1) pre-listening activities are helpful to students' listening comprehension. The results of pre-test show that the English listening level of the two classes is similar. However, after the experiment, the average score of listening in the experimental group is higher than that in the control group, which indicates that there is a significant difference in the listening level between the two classes. The results of the two tests show that pre-listening activities have a significant effect on students' listening comprehension ability, and it can improve students' listening comprehension ability. (2) the results of pre-test questionnaire and post-test questionnaire show that students' attitude towards pre-listening activities has changed greatly before and after the experiment. After the experiment, students think that they can make better use of listening strategies such as prediction, inference and guessing according to keywords and content. At the same time, they also think that teachers provide some new words and background knowledge related to listening content is of great help to their listening comprehension. However, they are still nervous in the face of strange listening content. In addition, they said they had a better understanding of pre-listening activities after the experiment. Finally, students say they like lively pre-listening activities such as videos and songs, and think that pre-listening activities such as preteaching vocabulary and providing background knowledge are more helpful to listening comprehension. Finally, the author puts forward some suggestions on how to help students improve their listening comprehension. For example, use different pre-listening activities in listening class; teach students how to use listening strategies and what preparations should be made before listening; create a comfortable environment and provide background knowledge, etc. At the same time, the author also puts forward some suggestions for further research.
【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

【相似文献】