初中英语听力成功者与不成功者听力策略比较
发布时间：2018-07-15 20:12
【摘要】：听力理解能力是语言应用能力的重要组成部分,也是提高说、读、写技能的有效途径之一。外语听力是最重要的语言能力,但也是最难的技能,在英语教学中,对听力活动进行教学干预显得尤为重要。但是,现今教学干预的效果并不是很明显。显然,其中一个原因是我们对此知道得不够多。事实上,学生能够有效地听是必要的。因此,听力策略显得特别重要(Bacon,1992:318),尤其对于初学者来说。Vandergrift也声称:现在广泛认为听力策略在促进语言学习中扮演重要角色(Vandergrift,1999)。除此之外,听力策略的调查已被认为是外语研究中一个值得研究的领域(Bacon,1992:319)。再者,听力技能的发展对其他技能的发展有利已经得到证实(Vandergrift,2007:191)。但是,外语听力技能方面的研究仍然是四项基本技能研究中最少的(Vandergrift,2007:191)。关于初学者听力策略的研究则更少。因此,有必要把中学生纳入研究范围。鉴于上述原因,此论文根据O’MalleyChamot和Oxford的听力策略定义及分类对初中学生英语听力策略使用情况进行调查。此研究尝试增加我们对于初中英语听力成功者与不成功者听力策略使用情况的了解。通过对听力成功者听力策略的调查,我们将其传授予听力不成功者,让其在今后的听力活动中予以运用,这将对他们后续的听力学习有帮助。本研究调查以佛山市南海区一所普通中学的英语初学者为样本,通过问卷调查和有声思维的方法,调查研究初中英语听力成功者与不成功者听力策略的使用差异。作者使用一份听力水平测试问卷和一份听力策略调查问卷组成调查工具,采用定量分析和定性分析两种研究方法进行分析。总共有150位七年级的学生参加了此次调查。调查发现显示:(1)就整体听力策略使用情况而言,高水平学生和低水平学生之间存在显著差异,即高水平学生听力策略使用的广度和频率均高于低水平学生。(2)元认知策略和认知策略都与英语听力水平具有显著的相关性。此外,本文通过有声思维的方法研究高低水平学习者的听力过程,进一步发现高水平者比较善于使用策略,而低水平者忙于应付语音、生词等障碍,策略使用受到一定的限制。紧随着根据研究结果相应地提出了三个关于中学英语听力教学的教学启示:提高学生的听力策略意识,创设积极运用听力策略的机会及加强听力策略教学。
[Abstract]:Listening comprehension is an important part of language application and an effective way to improve speaking, reading and writing skills. Foreign language listening is the most important language ability, but it is also the most difficult skill. However, the effect of current teaching intervention is not very obvious. Obviously, one of the reasons is that we don't know enough about it. In fact, it is necessary for students to be able to listen effectively. Therefore, listening strategies are especially important (Bacon 1992: 318), especially for beginners. Vandergrift also claims that listening strategies play an important role in promoting language learning (Vandergrift1999). In addition, listening strategies are considered to be an area worth studying in foreign language studies (Bacon 1992: 319). Furthermore, the development of listening skills has been shown to be beneficial to the development of other skills (Vandergrift 2007: 191). However, foreign language listening skills are still the least studied of the four basic skills studies (Vandergrift 2007: 191). There is less research on listening strategies for beginners. Therefore, it is necessary to bring middle school students into the scope of research. In view of the above reasons, this paper investigates the use of listening strategies in junior high school students according to the definitions and classification of listening strategies proposed by Ohn Malley Chamot and Oxford. This study attempts to increase our understanding of listening strategies used by both successful and unsuccessful English listening learners in junior high school. Through the investigation of listening strategies of the successful listening learners, we will pass them on to the unsuccessful listening players and let them be used in the listening activities in the future, which will be helpful to their subsequent listening learning. In this study, a sample of English beginners from a general middle school in Nanhai District, Foshan City, was used to investigate the differences in listening strategies between successful and unsuccessful English listening learners in junior high schools by means of questionnaires and sound thinking. The author uses a listening proficiency questionnaire and a listening strategy questionnaire to form an investigation tool and uses quantitative analysis and qualitative analysis to analyze it. A total of 150 seventh-graders took part in the survey. The results show that: (1) there are significant differences between the high level students and the low level students in terms of the overall use of listening strategies. That is to say, the breadth and frequency of listening strategies used by high level students are higher than those of low level students. (2) Metacognitive strategies and cognitive strategies are significantly correlated with English listening proficiency. In addition, this paper studies the listening process of high and low level learners through the method of sound thinking, and further finds that the high level learners are good at using strategies, while the low level students are busy dealing with the obstacles such as pronunciation and new words, and the use of strategies is limited to a certain extent. Based on the results of the study, this paper puts forward three teaching implications of English listening teaching in middle schools: improving students' awareness of listening strategies, creating opportunities for active use of listening strategies, and strengthening listening strategy teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:Listening comprehension is an important part of language application and an effective way to improve speaking, reading and writing skills. Foreign language listening is the most important language ability, but it is also the most difficult skill. However, the effect of current teaching intervention is not very obvious. Obviously, one of the reasons is that we don't know enough about it. In fact, it is necessary for students to be able to listen effectively. Therefore, listening strategies are especially important (Bacon 1992: 318), especially for beginners. Vandergrift also claims that listening strategies play an important role in promoting language learning (Vandergrift1999). In addition, listening strategies are considered to be an area worth studying in foreign language studies (Bacon 1992: 319). Furthermore, the development of listening skills has been shown to be beneficial to the development of other skills (Vandergrift 2007: 191). However, foreign language listening skills are still the least studied of the four basic skills studies (Vandergrift 2007: 191). There is less research on listening strategies for beginners. Therefore, it is necessary to bring middle school students into the scope of research. In view of the above reasons, this paper investigates the use of listening strategies in junior high school students according to the definitions and classification of listening strategies proposed by Ohn Malley Chamot and Oxford. This study attempts to increase our understanding of listening strategies used by both successful and unsuccessful English listening learners in junior high school. Through the investigation of listening strategies of the successful listening learners, we will pass them on to the unsuccessful listening players and let them be used in the listening activities in the future, which will be helpful to their subsequent listening learning. In this study, a sample of English beginners from a general middle school in Nanhai District, Foshan City, was used to investigate the differences in listening strategies between successful and unsuccessful English listening learners in junior high schools by means of questionnaires and sound thinking. The author uses a listening proficiency questionnaire and a listening strategy questionnaire to form an investigation tool and uses quantitative analysis and qualitative analysis to analyze it. A total of 150 seventh-graders took part in the survey. The results show that: (1) there are significant differences between the high level students and the low level students in terms of the overall use of listening strategies. That is to say, the breadth and frequency of listening strategies used by high level students are higher than those of low level students. (2) Metacognitive strategies and cognitive strategies are significantly correlated with English listening proficiency. In addition, this paper studies the listening process of high and low level learners through the method of sound thinking, and further finds that the high level learners are good at using strategies, while the low level students are busy dealing with the obstacles such as pronunciation and new words, and the use of strategies is limited to a certain extent. Based on the results of the study, this paper puts forward three teaching implications of English listening teaching in middle schools: improving students' awareness of listening strategies, creating opportunities for active use of listening strategies, and strengthening listening strategy teaching.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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