高中生词汇知识水平对听力理解的影响

发布时间：2018-06-10 02:51

本文选题：听力理解 + 词汇知识障碍　；参考：《闽南师范大学》2017年硕士论文

【摘要】：听力理解是学习者发展其他语言技能的输入基础。大量研究从不同程度上发掘影响学生听力理解的障碍因素,而词汇是影响听力理解的主要障碍之一。词汇作为语言最基本的组成成分,在语言的输入和产出起着重要作用。词汇知识与听力理解有着不可分割的关系,对听力理解具有促进作用,关系着学生听力理解过程能否顺利进行。本研究在前人对听力理解障碍研究的基础上,以高中生为研究对象,细化听力理解的词汇知识障碍。以马广惠提出的词汇知识框架为基础,从词汇广度、词汇深度和元词汇知识来探讨高中生存在的听力理解词汇知识障碍。以问卷为主要研究工具,调查高中生听力理解过程中的词汇知识障碍,利用SPSS17.0对数据进行单因素方差分析和多元回归分析,探讨词汇知识障碍与听力理解的关系以及词汇知识障碍如何对听力理解产生影响。结合访谈进行质化分析和对问卷数据的量化分析,笔者主要有以下三点发现:1.对于已学过的词汇,学生仅掌握了81.90%的课标要求的基础词汇量。对于词汇深度知识,词的多义性和搭配的使用依然有待加强。在词汇的音、形、义、用学习当中,偏重对词形、词义的关注。2.不同词汇知识障碍水平的学生,听力理解成绩具有显著差异性,词汇知识障碍水平与听力理解成绩呈负相关关系。3.词汇广度与听力理解高度相关,能解释听力理解成绩的56.10%的方差,词汇深度能解释听力理解成绩4.1%的方差,元词汇知识能解释听力理解成绩2.5%的方差。听力理解成绩高分组的学生主要存在词汇深度障碍;听力理解成绩低的学生主要存在词汇广度障碍,词汇深度和元词汇知识也是不容忽视的。基于以上发现,笔者认为提高听力理解能力,词汇知识的教和学应该引起师生的重视。笔者依据相关理论提出了如下三点建议:学生需要树立正确的词汇学习观;教师应科学地转变词汇教学方法和改进听力教学。相信通过师生的共同努力,在逐步减少听力词汇知识障碍的同时,提高听力理解水平。
[Abstract]:Listening comprehension is the input basis for learners to develop other language skills. A large number of studies have explored the obstacles to students' listening comprehension to varying degrees, and vocabulary is one of the main obstacles to listening comprehension. As the most basic component of language, vocabulary plays an important role in the input and output of language. Vocabulary knowledge has an inseparable relationship with listening comprehension, which can promote listening comprehension and affect whether the process of listening comprehension can proceed smoothly. On the basis of previous studies on listening comprehension disorders, this study takes senior high school students as research objects to refine the lexical knowledge barriers in listening comprehension. Based on the lexical knowledge framework proposed by Ma Guanghui, this paper discusses the lexical knowledge barriers in listening comprehension of senior high school students from the perspective of vocabulary breadth, depth of vocabulary and meta lexical knowledge. Using the questionnaire as the main research tool, this paper investigates the lexical knowledge barriers in the process of listening comprehension of senior high school students, and makes use of SPSS 17.0 to analyze the data by univariate ANOVA and multiple regression analysis. To explore the relationship between lexical knowledge barrier and listening comprehension and how lexical knowledge barrier affects listening comprehension. Combining qualitative analysis with interviews and quantitative analysis of the questionnaire data, the author has three main findings: 1. 1. For the vocabulary learned, the students only grasped 81.90% of the basic vocabulary required by the curriculum. For the depth of lexical knowledge, the polysemy and collocation still need to be strengthened. In the vocabulary of sound, form, meaning, use learning, emphasis on word form, word meaning attention. 2. There were significant differences in listening comprehension among students with different levels of lexical knowledge barrier, and there was a negative correlation between the level of lexical knowledge barrier and the result of listening comprehension. Vocabulary span is highly correlated with listening comprehension, which can explain 56.10% variance of listening comprehension achievement, 4.1% variance of listening comprehension score can be explained by vocabulary depth, and 2.5% variance of listening comprehension result can be explained by meta-vocabulary knowledge. The students with high score of listening comprehension mainly have deep barrier of vocabulary, and students with low score of listening comprehension have difficulty of vocabulary breadth, and the depth of vocabulary and knowledge of meta-vocabulary can not be ignored. Based on the above findings, the author thinks that teachers and students should pay more attention to the teaching and learning of vocabulary knowledge in order to improve listening comprehension. According to the relevant theories, the author puts forward the following three suggestions: students need to set up a correct concept of vocabulary learning, teachers should change vocabulary teaching methods scientifically and improve listening teaching. It is believed that through the joint efforts of teachers and students, the level of listening comprehension can be improved while gradually reducing the barriers of listening and vocabulary knowledge.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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