基于语块的听写练习对提高初中生听力理解能力的有效性研究

发布时间：2018-05-08 23:28

本文选题：语块 + 听写　；参考：《重庆师范大学》2017年硕士论文

【摘要】：“听”作为语言学习的一项重要技能,一直备受国内外语言学界和教育界学者的关注。在我国的英语教学中,听力也一直是大多数学习者难以突破的重难点。听力理解能力低下成为学习者实现正常交际的主要障碍。从相关的研究来看,词汇是影响学生听力理解能力的主要和基本因素。然而在我国的初中英语教学中,学生虽然掌握了基本词汇和语法,却很难有效提高他们的听力理解能力。很多教师也只注重对基本单词的教学及听写,而忽略了相关短语、词组、习惯性搭配、常用句型等的听写。掌握这些称之为“语块”的语言单位更能利于学生进行听力文本的理解。因此,本文旨在通过实证研究将语块融入到学生平时的听写练习中,尝试回答以下问题:(1)初中英语教师对学生进行的听写练习情况如何?(2)初中生的英语听力学习情况和对语块的认识如何?(3)通过基于语块的听写练习能否有效提高初中生的听力理解能力?本研究以语块理论,短时记忆理论和自下而上的听力教学为理论基础,以重庆市城口县棉沙初级中学初2018级两个平行班的学生为研究对象,在实验开始前,通过对英语教师的访谈和对学生的问卷调查,了解到目前学生的听写练习现状和学生当前的听力学习情况。在此基础上将两个班分为实验班和对照班进行一次听力水平的前测,并对实验班进行为期16周的“语块”听写练习,对照班按照常规的听写进行,随后再对两个班的学生进行听力后测,通过对比两个班前、后测的英语听力成绩和前后两次问卷调查的结果来论述基于语块的听写练习能否有效提高初中生的听力理解能力。本研究主要有以下发现:第一,语块听写练习有效提高了学生的听力理解能力。第二,语块听写练习增加了学生对英语听力学习的自信。第三,语块听写练习使学生更加重视语块在英语听力中的作用。因此,教师在对初中学生进行英语听力教学时,应当更加重视语块在听力理解中的作用,善于将语块运用到日常的英语教学,尤其是传统的听写训练中,以此来有效提高学生的听力理解能力,增加学生对听力学习的自信。
[Abstract]:As an important skill in language learning, listening has always attracted the attention of linguists and educators at home and abroad. In English teaching in China, listening has always been the most difficult point for most learners to break through. Poor listening comprehension has become a major obstacle for learners to achieve normal communication. From the relevant research, vocabulary is the main and basic factor that affects students' listening comprehension ability. However, in junior middle school English teaching in China, it is difficult for students to improve their listening comprehension ability, although they have mastered the basic vocabulary and grammar. Many teachers only pay attention to the teaching and dictation of basic words, but neglect the dictation of related phrases, phrases, habitual collocations, common sentence patterns, etc. Mastering these language units called "chunks" is more helpful for students to understand listening texts. Therefore, the purpose of this paper is to integrate the lexical chunks into students' dictation through empirical research. Try to answer the following question: (1) how about dictation exercises conducted by junior high school English teachers to students? (2) how do junior middle school students learn English listening comprehension and how to understand chunks? 3) whether dictation exercises based on chunks can effectively improve the initial grade Secondary students'Ability of listening comprehension? Based on the theory of chunk theory, short-term memory theory and bottom-up listening teaching, this study takes two parallel classes of Grade 2018 of Miansha Junior Middle School in Chengkou County, Chongqing City, as the research objects, before the beginning of the experiment. Through interviews with English teachers and questionnaires to students, the present situation of dictation exercises and listening comprehension of students are found out. On this basis, the two classes were divided into two classes: the experimental class and the control class were given a pretest of listening level, and the experimental class was subjected to "chunks" dictation for a period of 16 weeks, and the control class was dictated according to the routine dictation. Then the students in the two classes were given a post-test. By comparing the results of the English listening tests before and after the two classes and the results of the questionnaires before and after the two classes, the author discussed whether dictation based on chunks could effectively improve the listening comprehension ability of junior high school students. The main findings of this study are as follows: first, chunk dictation can effectively improve students' listening comprehension. Second, chunk dictation increases students' confidence in English listening. Thirdly, lexical dictation makes students pay more attention to the role of chunks in English listening. Therefore, teachers should pay more attention to the role of chunks in listening comprehension, and be good at applying chunks to the daily English teaching, especially in the traditional dictation training. In order to effectively improve students' listening comprehension ability and enhance students' confidence in listening learning.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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