影子练习在小学英语听力教学中的应用研究
发布时间：2021-12-24 17:15
我国传统英语教学模式多重读写,轻听说。传统教学把听力理解看作单纯的一个接受信息的被动过程。结果,就听练听的教学方法并未提高学生得听力水平,而学生仅以听录音做练习进行英语听力训练,很容易感到厌烦和疲惫,失去兴趣。影子练习,即跟读训练。即用同一种语言几乎同步地跟读原语发言人的讲话,它可以训练听说同步技巧和注意力的分配,耳朵听、嘴巴说、脑子记。这是需要精神非常集中的一种练习,也是提高语速、提高理解速度、修改语音语调的最好方法。基于目前小学生英语听力现状,笔者以认知心理学的多重存储模型和图式理论为理论依据,试着将影子练习应用于小学英语听力教学中以提高小学生的英语听力水平。本研究主要探讨以下三个问题:（1）影子练习是否能提高学生英语听力水平?（2）前影子练习和后影子练习对于提高学生听力水平哪一个更有效?（3）影子练习的应用对不同英语水平的学生听力水平影响是否存在差异?本研究以天津市红桥区文昌宫民族小学六年级的三个班的90名学生为研究对象进行为期四个月的教学实验。其中一班为对照班,二班、三班为实验班。一班采取传统的听力教学方法进行教学,二班进行前影子练习法进行教学,三班进行后影子练习听力教学。实验...
【文章来源】：天津师范大学天津市
【文章页数】：95 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Shadowing Exercise
2.1.1 Definition of Shadowing Exercise
2.1.2 Features of Shadowing Exercise
2.2 Functions and Necessities of Shadowing Exercise to Improve Listening Skills
2.2.1 Functions of Carrying out the Shadowing Exercise in Listening Education
2.2.2 Necessity of Carrying out the Shadowing Exercise in Listening Education
2.3 Theoretical Basis of Shadowing Exercise
2.3.1 Working Memory
2.3.2 Schema Theory
2.4 Previous Studies on Shadowing Exercise Abroad and at Home
2.4.1 Previous Studies on Shadowing Exercise Abroad
2.4.2 Previous Studies on Shadowing Exercise at Home
2.5 Summary of Studies on Shadowing Exercise at Home and Abroad
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.4 Procedures of the Study
3.4.1 Pre-experimental Stage
3.4.2 Experimental Stage
3.4.3 Post-experimental Stage
3.5 Data Collection and Data Analysis
Chapter 4 Results and Discussion
4.1 Results and Discussion on whether shadowing exercise teaching method can improve students’listening ability
4.1.1 Results of the Pre-test
4.1.2 Results of the Post-test
4.1.3 A Comparison between Results of the Pre-test and the Post-test
4.1.4 Discussion of whether shadowing exercise teaching method can improve students’listening ability
4.2 Results and Discussion on which one is more effective to improve students’listening ability,the pre-shadowing or the post-shadowing
4.2.1 The Independent Samples Test Comparison of Class One(CC)between the Pre-test and Post-test
4.2.2 The Independent Samples Test Comparison of Class Two(EC1)between the Pre-test and Post-test
4.2.3 The Independent Samples Test Comparison of Class Three(EC2)between the Pre-test and Post-test
4.2.4 Discussion on which one is more effective to improve students’listening ability,the pre-shadowing or the post-shadowing
4.3 Results and Discussion on which group can improve more,the low group or the high group
4.3.1 The Paired Samples Test of Low Group in Class Two
4.3.2 The Paired Samples Test of High Group in Class Two
4.3.3 The Paired Samples Test of Low Group in Class Three
4.3.4 The Paired Samples Test of High Group in Class Three
4.3.5 Discussion on which group can improve more,the low group or the high group
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications for Primary English listening Teaching
5.3 Limitations of the Research
5.4 Suggestions for Future Research
References
Appendix 1 Pre-test
Appendix 2 Post-test
【参考文献】：
期刊论文
[1]影子训练法在高校英语专业听力教学中应用的调查及启示[J]. 刘甲元. 海外英语. 2015(23)
[2]中日两国语言教学中“影子练习”研究现状与分析[J]. 肖开益,张利平,王在琦. 读与写(教育教学刊). 2015(08)
[3]从认知关联看跟读练习对提高口译听辨的作用[J]. 聂泳华. 河北工程大学学报(社会科学版). 2014(04)
[4]影子练习对提高英语听解能力的作用——基于对非英语专业学生的实证研究[J]. 郭亚丽. 校园英语. 2014(20)
[5]论影子练习对提高日语听解能力的作用——以学习者对影子练习效果的评价为中心[J]. 肖开益,张利平,王在琦. 北京第二外国语学院学报. 2013(08)
[6]影子练习对提高大学英语听力的作用研究[J]. 罗义. 河北能源职业技术学院学报. 2012(02)
[7]影子训练法在大学英语听力教学中的应用[J]. 涂文婷,刘进. 安徽工业大学学报(社会科学版). 2011(04)
[8]视听说和影子练习教学法在英语听说能力教学中的应用[J]. 孙菲菲. 知识经济. 2011(11)
[9]影子练习在大学英语听力教学中的作用[J]. 张倩华. 科技信息. 2009(33)
硕士论文
[1]影子跟读训练对外语学习的影响[D]. 姜茜.上海外国语大学 2012
本文编号：3550881
【文章来源】：天津师范大学天津市
【文章页数】：95 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Shadowing Exercise
2.1.1 Definition of Shadowing Exercise
2.1.2 Features of Shadowing Exercise
2.2 Functions and Necessities of Shadowing Exercise to Improve Listening Skills
2.2.1 Functions of Carrying out the Shadowing Exercise in Listening Education
2.2.2 Necessity of Carrying out the Shadowing Exercise in Listening Education
2.3 Theoretical Basis of Shadowing Exercise
2.3.1 Working Memory
2.3.2 Schema Theory
2.4 Previous Studies on Shadowing Exercise Abroad and at Home
2.4.1 Previous Studies on Shadowing Exercise Abroad
2.4.2 Previous Studies on Shadowing Exercise at Home
2.5 Summary of Studies on Shadowing Exercise at Home and Abroad
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.4 Procedures of the Study
3.4.1 Pre-experimental Stage
3.4.2 Experimental Stage
3.4.3 Post-experimental Stage
3.5 Data Collection and Data Analysis
Chapter 4 Results and Discussion
4.1 Results and Discussion on whether shadowing exercise teaching method can improve students’listening ability
4.1.1 Results of the Pre-test
4.1.2 Results of the Post-test
4.1.3 A Comparison between Results of the Pre-test and the Post-test
4.1.4 Discussion of whether shadowing exercise teaching method can improve students’listening ability
4.2 Results and Discussion on which one is more effective to improve students’listening ability,the pre-shadowing or the post-shadowing
4.2.1 The Independent Samples Test Comparison of Class One(CC)between the Pre-test and Post-test
4.2.2 The Independent Samples Test Comparison of Class Two(EC1)between the Pre-test and Post-test
4.2.3 The Independent Samples Test Comparison of Class Three(EC2)between the Pre-test and Post-test
4.2.4 Discussion on which one is more effective to improve students’listening ability,the pre-shadowing or the post-shadowing
4.3 Results and Discussion on which group can improve more,the low group or the high group
4.3.1 The Paired Samples Test of Low Group in Class Two
4.3.2 The Paired Samples Test of High Group in Class Two
4.3.3 The Paired Samples Test of Low Group in Class Three
4.3.4 The Paired Samples Test of High Group in Class Three
4.3.5 Discussion on which group can improve more,the low group or the high group
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications for Primary English listening Teaching
5.3 Limitations of the Research
5.4 Suggestions for Future Research
References
Appendix 1 Pre-test
Appendix 2 Post-test
【参考文献】：
期刊论文
[1]影子训练法在高校英语专业听力教学中应用的调查及启示[J]. 刘甲元. 海外英语. 2015(23)
[2]中日两国语言教学中“影子练习”研究现状与分析[J]. 肖开益,张利平,王在琦. 读与写(教育教学刊). 2015(08)
[3]从认知关联看跟读练习对提高口译听辨的作用[J]. 聂泳华. 河北工程大学学报(社会科学版). 2014(04)
[4]影子练习对提高英语听解能力的作用——基于对非英语专业学生的实证研究[J]. 郭亚丽. 校园英语. 2014(20)
[5]论影子练习对提高日语听解能力的作用——以学习者对影子练习效果的评价为中心[J]. 肖开益,张利平,王在琦. 北京第二外国语学院学报. 2013(08)
[6]影子练习对提高大学英语听力的作用研究[J]. 罗义. 河北能源职业技术学院学报. 2012(02)
[7]影子训练法在大学英语听力教学中的应用[J]. 涂文婷,刘进. 安徽工业大学学报(社会科学版). 2011(04)
[8]视听说和影子练习教学法在英语听说能力教学中的应用[J]. 孙菲菲. 知识经济. 2011(11)
[9]影子练习在大学英语听力教学中的作用[J]. 张倩华. 科技信息. 2009(33)
硕士论文
[1]影子跟读训练对外语学习的影响[D]. 姜茜.上海外国语大学 2012
本文编号：3550881
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