高中英语听力教学中真实听力材料和传统听力教材使用效果的对比研究

发布时间：2018-04-26 09:53

本文选题：听力教学 + 真实语言材料　；参考：《苏州大学》2016年硕士论文

【摘要】：听力是语言学习的四项基本技能之一,也是高中英语教学的重要组成部分。随着国际交流的日渐频繁,英语听力教学越来越受重视,然而哑巴聋子英语现象仍然很突出,主要原因是:(1)听力教学受到应试教育的影响;(2)传统听力教材作为一种非真实语言材料,陈旧过时,和真实交际环境脱节,而英语教学最终是为了培养学生的语言交际能力,因此很多学者主张给学生听真实材料,以满足交际的需要。笔者也提出了充分利用电视、广播、网络等媒体,发挥真实材料在高中英语听力教学中的巨大潜能,弥补传统教材的不足,真正提高学生的实际听力水平。然而,由于缺乏实证性研究,很多人对真实听力材料是否能用于高中生的听力学习提出了质疑。本文以建构主义理论和真实性理论为支撑,采用实证性研究的方法探究真实语言材料和传统教材在高中听力课堂上使用效果的差异。本研究的研究对象为研究者执教的两个自然班级的90名重点中学高二学生。研究开始前,两个班级学生的总体听力水平一样。实验期间,实验班以真实听力材料为学习内容,控制班仍然采用传统教材。两个班级教学方法一样。实验结束后,研究者通过收集、分析后测数据,从而发现哪种材料更能提高学生整体听力水平,以及各个层次学生使用真实听力材料和传统教材的效果差异。此外,在实验前后使用同一份问卷进行调查,探究学生对听力课堂上所使用的教学材料效果的看法。研究结果显示:在后测中,使用真实听力材料的实验班学生的平均听力成绩高于使用传统教材的对照班学生,且独立样本T检验显示均分有显著性差异,这表明使用真实语言材料比使用传统教材更能提高学生的实际听力水平。后测数据还表明真实听力材料比传统教材更能大幅度地提高高分组学生和中分组学生的听力能力,但两种学习材料对低分组学生的听力能力影响差异不明显。调查问卷统计结果显示,学生认为听力课堂上使用传统听力教材的效果较差,而真实听力材料使用的效果更佳,具体表现在,能更好的帮助学生适应不同口音的英语,适应较快语速、连读、地道表达等现象,有利于学生掌握最新语言变化和社会发展动态,还能更有效的帮助他们了解西方文化、用英语进行实际交流。本研究给我们的启示是:外语教学的根本目的是培养学生运用语言交流信息的能力,因此教师应当利用各种真实的视听材料来帮助学生提高真实听力水平。但是,在备课时教师需要对真实听力材料和听力训练任务进行难度分级。对待低分组学生进步不明显的情况,听力教师还需增加语言的输入量,注重听力策略指导等。
[Abstract]:Listening is one of the four basic skills of language learning and an important part of high school English teaching. With the increasing frequency of international communication, the teaching of English listening is being paid more and more attention. However, the phenomenon of the dumb deaf is still very prominent, the main reason is: (1) listening teaching is influenced by the exam oriented education; (2) the traditional listening teaching materials are used as the teaching materials A non real language material, obsolete, and real communication environment disjointed, and English teaching is ultimately to cultivate students' communicative competence. Therefore, many scholars advocate listening to real materials to meet the needs of communication. I also put forward to make full use of television, radio, network and other media to play real materials in high school and English. The great potential in the teaching of listening is to make up for the shortcomings of the traditional textbooks and to improve the actual listening level of the students. However, because of the lack of empirical research, many people have questioned whether the real listening materials can be used for high school students' listening learning. This paper is supported by constructivism theory and authenticity theory, and uses empirical research. The purpose of this study is to explore the difference between the use of real language materials and traditional textbooks in high school listening classes. The research object is the 90 key secondary school students in two natural classes, which are taught by the researchers. Before the start of the study, the overall listening level of the students in two classes is the same. During the experiment, the experimental class is based on the real hearing material. Learning content, the control class still uses traditional teaching materials. Two classes of teaching methods are the same. After the experiment, the researchers collected and analyzed the post test data to find out which material can improve the students' overall listening level and the difference between the actual listening materials and the traditional teaching materials at all levels. In addition, before and after the experiment. The same questionnaire was used to investigate the students' views on the effect of teaching materials used in the listening class. The results showed that in the post test, the average hearing scores of the students using real listening materials were higher than those of the control class students using the traditional textbooks, and the independent sample T test showed significant differences in the scores. It shows that the use of real language materials can improve the students' actual listening ability more than the traditional textbooks. The posttest data also shows that the real listening materials can greatly improve the listening ability of the high school students and the middle group students, but the difference between the two kinds of learning materials is not obvious. The results of the questionnaire show that the students think that the use of traditional listening teaching materials in the listening class is less effective, and the effect of the real listening materials is better. It is better to help students adapt to different accents in English, adapt to the fast speed, link reading, and ground table, which is beneficial to the students to master the latest language changes and society. The inspiration of this study is that the fundamental purpose of this study is to cultivate the students' ability to communicate information with language, so teachers should use all kinds of real audio-visual materials to help students improve their real listening level. In preparing lessons, teachers need to classify real listening materials and listening training tasks. To treat low grade students, teachers need to increase the input of language and pay attention to the guidance of listening strategies.

【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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