可视化策略对高中学生英语听力焦虑和听力理解的影响研究
发布时间：2020-12-04 19:15
听力是英语学习中最频繁使用也最具难度的一项技能。因此,听力理解在英语教学中占据重要地位。然而,当下的听力教学现状却不尽如人意。本研究尝试运用可视化策略来解决这一难题。可视化指的是通过将听力材料以视觉表征例如图片和视频的形式呈现同时指导学生构建思维导图,从而对学生的听力过程给与协助。基于视听法、认知负荷理论和情感过滤假说,本项研究旨在研究可视化策略对于高中学生英语听力焦虑和听力理解的影响。本研究采用前后测对照组的准实验设计。81名高中生参与了此次实验,其中实验班41人,控制班40人。实验从2018年3月到6月共进行16周。所有被试参与了前测,即完成英语听力焦虑量表和进行听力测试。实验班采用可视化听力教学,控制班采用直接的“听查”教学,15周教学过后,所有被试参与了后测,其中包含与前测相同的量表和难度相同的听力测试。此外,后测过后,随机选自实验班的10名被试参与了半结构化访谈。研究者意在探究以下三个问题:1.可视化策略对高中生的听力焦虑有何影响?2.可视化策略对高中生的听力理解有何影响?3.学生对可视化策略的态度如何?有何看法?本研究有如下主要发现:1.英语听力焦虑量表的数据说明可视化策略...
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Crucial Terms
2.1.1 Visualization
2.1.2 Foreign Language Anxiety （FLA）
2.2 Theoretical Foundations
2.2.1 Audio-Visual Approach
2.2.2 Cognitive Load Theory
2.2.3 Affective Filter Hypothesis
2.3 Research on English Listening Instruction via Visualization Strategy
2.3.1 Studies Abroad
2.3.2 Studies at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Scale—Foreign Language Listening Anxiety Scale （FLLAS）
3.3.2 Tests
3.3.3 Interview
3.4 Research Procedure
3.4.1 Pretest
3.4.2 Implementation
3.4.3 Posttest
3.4.4 Semi-structured Interview
3.5 Data Collection and Processing
3.5.1 Data Collection
3.5.2 Data Processing
Chapter Four Results and Discussion
4.1 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Anxiety
4.1.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.1.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.1.3 Comparison of Pretest and Posttest for Control Class
4.1.4 Comparison of Pretest and Posttest for Experimental Class
4.1.5 Discussion
4.2 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Comprehension
4.2.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.2.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.2.3 Comparison of Pretest and Posttest for Control Class
4.2.4 Comparison of Pretest and Posttest for Experimental Class
4.2.5 Discussion
4.3 Qualitative Results and Discussion of Students' Attitudes and Views towards Visualization Strategy
4.3.1 Students' General Attitudes towards Visualization Strategy
4.3.2 The Advantages and Positive Influences of Visualization Strategy
4.3.3 Disadvantages and Suggestions on the Implementation of Visualization Strategy
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
攻读学位期间科研成果
【参考文献】：
期刊论文
[1]英语专业听力教学多模态功能实验分析[J]. 胡璐. 实验室研究与探索. 2018(02)
[2]翻转课堂模式下非英语专业学生英语学习焦虑的调查与研究[J]. 王越. 广西师范大学学报(哲学社会科学版). 2016(04)
[3]运用TED演讲辅助英语视听说教学[J]. 赵燕飞. 教学与管理. 2016(21)
[4]大学英语学习焦虑的城乡差异研究[J]. 许玉兰. 湖北民族学院学报(哲学社会科学版). 2016(03)
[5]高中英语听力教学现状及建议措施[J]. 黄静. 中学生英语. 2016(18)
[6]读图时代可视化及其技术分析[J]. 吕永峰. 现代教育技术. 2015(02)
[7]试听教学法缓解英语听力焦虑的策略探究[J]. 刘佳. 教育教学论坛. 2014(27)
[8]视觉辅助对外语听力语篇内容理解的影响[J]. 顾琦一,陈瑜之. 解放军外国语学院学报. 2014(03)
[9]国内近二十年高中英语听力理解研究综述[J]. 陈雪. 教学与管理. 2014(03)
[10]大学生四级考试复合式听写状态下的听力焦虑研究[J]. 施渝,樊葳葳. 解放军外国语学院学报. 2013(06)
博士论文
[1]未来课堂环境下的可视化教学研究[D]. 叶新东.华东师范大学 2014
本文编号：2898107
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：92 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Definitions of Crucial Terms
2.1.1 Visualization
2.1.2 Foreign Language Anxiety （FLA）
2.2 Theoretical Foundations
2.2.1 Audio-Visual Approach
2.2.2 Cognitive Load Theory
2.2.3 Affective Filter Hypothesis
2.3 Research on English Listening Instruction via Visualization Strategy
2.3.1 Studies Abroad
2.3.2 Studies at Home
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Scale—Foreign Language Listening Anxiety Scale （FLLAS）
3.3.2 Tests
3.3.3 Interview
3.4 Research Procedure
3.4.1 Pretest
3.4.2 Implementation
3.4.3 Posttest
3.4.4 Semi-structured Interview
3.5 Data Collection and Processing
3.5.1 Data Collection
3.5.2 Data Processing
Chapter Four Results and Discussion
4.1 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Anxiety
4.1.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.1.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.1.3 Comparison of Pretest and Posttest for Control Class
4.1.4 Comparison of Pretest and Posttest for Experimental Class
4.1.5 Discussion
4.2 Quantitative Results and Discussion of the Effect of Visualization Strategy on Students' Listening Comprehension
4.2.1 Comparison of Differences between the Results of the Experimental Class and Control Class in Pretest
4.2.2 Comparison of Differences between the Results of the Experimental Class and Control Class in Posttest
4.2.3 Comparison of Pretest and Posttest for Control Class
4.2.4 Comparison of Pretest and Posttest for Experimental Class
4.2.5 Discussion
4.3 Qualitative Results and Discussion of Students' Attitudes and Views towards Visualization Strategy
4.3.1 Students' General Attitudes towards Visualization Strategy
4.3.2 The Advantages and Positive Influences of Visualization Strategy
4.3.3 Disadvantages and Suggestions on the Implementation of Visualization Strategy
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
攻读学位期间科研成果
【参考文献】：
期刊论文
[1]英语专业听力教学多模态功能实验分析[J]. 胡璐. 实验室研究与探索. 2018(02)
[2]翻转课堂模式下非英语专业学生英语学习焦虑的调查与研究[J]. 王越. 广西师范大学学报(哲学社会科学版). 2016(04)
[3]运用TED演讲辅助英语视听说教学[J]. 赵燕飞. 教学与管理. 2016(21)
[4]大学英语学习焦虑的城乡差异研究[J]. 许玉兰. 湖北民族学院学报(哲学社会科学版). 2016(03)
[5]高中英语听力教学现状及建议措施[J]. 黄静. 中学生英语. 2016(18)
[6]读图时代可视化及其技术分析[J]. 吕永峰. 现代教育技术. 2015(02)
[7]试听教学法缓解英语听力焦虑的策略探究[J]. 刘佳. 教育教学论坛. 2014(27)
[8]视觉辅助对外语听力语篇内容理解的影响[J]. 顾琦一,陈瑜之. 解放军外国语学院学报. 2014(03)
[9]国内近二十年高中英语听力理解研究综述[J]. 陈雪. 教学与管理. 2014(03)
[10]大学生四级考试复合式听写状态下的听力焦虑研究[J]. 施渝,樊葳葳. 解放军外国语学院学报. 2013(06)
博士论文
[1]未来课堂环境下的可视化教学研究[D]. 叶新东.华东师范大学 2014
本文编号：2898107
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