基于语块理论的高中英语听力教学的行动研究

发布时间：2018-06-22 18:46

本文选题：语块 + 高中英语听力教学　；参考：《西华师范大学》2016年硕士论文

【摘要】：听力,作为语言输入的重要途径之一,是发展其它语言技能的基础。因此,听力在英语学习过程中发挥着重要的作用。《普通高中英语课程标准》强调并重视学生听力能力的培养。然而,高中英语教师在听力课堂上大多采用听力测试这种单一的教学形式,只是利用课本中的听力材料和练习来测试学生的听力理解能力,而不注重学生听力理解技能的训练。因此,学生缺少听力策略方面的指导,尚未形成良好的听力习惯,听力理解能力相对较低。而在听力理解过程中,短时记忆是先决条件。但短时记忆有容量小的缺陷,所以学生必须掌握一定的听力策略,将大量可用信息组成少量的块。语块就是将多个单词甚至是一句话当作记忆的整体来掌握,以此可以大大增加短时记忆的容量,提高听力理解的效率。鉴于此,本研究拟从行动研究出发,以高中二年级学生为主体,将语块渗透到高中英语听力教学中,以期高中生英语听力理解能力有所提高。本研究的对象为上饶某高中二年级的51名学生。采用的研究工具有调查问卷、测试、访谈和教师的教学反思日记。此次研究旨在解决以下两个问题:一、将语块运用到听力教学过程中对学生听力习惯的养成有何影响?二、将语块运用到听力教学过程中对学生的听力理解能力有何影响?本研究通过定性和定量研究相结合的方法来探究研究问题的答案。研究结果表明:(1)将语块运用到听力教学过程中有利于学生形成良好的听力习惯,大多数学生形成了语块意识,学会以语块为信息接收的基本单位并将长句划分为语块进行理解;(2)通过前后测数据的统计分析,得出以语块为听力教学的基本单位有助于学生听力理解能力的提高。本文共分五部分。第一部分是介绍语块理论用于高中英语听力教学的行动研究的研究背景,研究意义和目的,以及论文的结构。第二部分是文献综述,主要是关于语块的定义、分类、功能,听力理解的心理过程、影响听力理解的因素以及国内外对语块的相关研究。第三章为研究设计,包括研究对象、研究工具和行动研究的步骤。第四部分为行动计划的执行和数据的收集与分析,在反思中行动,在行动中反思。最后一部分是结论,主要是总结本文的发现和教学启示,同时也指出了文章的不足。
[Abstract]:Listening, as an important way of language input, is the basis of developing other language skills. Therefore, listening plays an important role in the process of English learning. However, English teachers in senior high school mostly adopt listening test as a single teaching form in listening class. They only use listening materials and exercises in textbooks to test students' listening comprehension ability, and do not pay attention to the training of listening comprehension skills. Therefore, students lack guidance in listening strategies, have not formed good listening habits, and their listening comprehension ability is relatively low. In the process of listening comprehension, short-term memory is a prerequisite. However, the short term memory has some defects, so students must master certain listening strategies and form a small amount of available information into a small number of blocks. Chunks are to master multiple words or even a sentence as a whole, which can greatly increase the capacity of short-term memory and improve the efficiency of listening comprehension. In view of this, the present study intends to introduce chunks into the listening teaching of senior high school students in order to improve their listening comprehension ability, starting from the action study and taking the second grade students as the main body. The subjects of this study were 51 students from a senior high school in Shangrao. The research tools used include questionnaires, tests, interviews and teachers' reflective diaries. The purpose of this study is to solve the following two problems: first, how does the use of chunks in listening teaching affect students' listening habits? Second, how does the use of chunks in listening teaching affect students' listening comprehension? This study explores the answers to the questions by combining qualitative and quantitative studies. The results show that: (1) the application of lexical chunks in listening teaching helps students to form good listening habits, and most of them form chunks consciousness. Learn to use chunks as the basic unit of information reception and divide long sentences into chunks for understanding. (2) through the statistical analysis of data before and after testing, it is concluded that using chunks as the basic unit of listening teaching can help students improve their listening comprehension ability. This paper is divided into five parts. The first part introduces the background, significance and purpose of the action research on the use of chunk theory in senior English listening teaching, as well as the structure of the thesis. The second part is a literature review, mainly about the definition, classification, function, the psychological process of listening comprehension, the factors affecting listening comprehension and the relevant researches on chunks at home and abroad. The third chapter is the research design, including research object, research tools and action research steps. The fourth part is the implementation of action plan and data collection and analysis, action in reflection, reflection in action. The last part is the conclusion, mainly summarizes the discovery and the teaching enlightenment of this article, also points out the insufficiency of the article.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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