“续”对听写成绩的影响

发布时间：2022-01-18 20:59

　　许多研究已证实听写运用于二语教学有助于提高各项能力水平（如听力、写作等）,但值得关注的是这些研究很少以听写作为研究对象,探讨如何在听写中有效地将理解与产出紧密结合起来。近年来,二语研究的最新理论成果—“续”论（Wang 2016,2017）,强调“续”在互动促学中的作用,即以“续”的方式将理解和产出紧密结合,强化两者互动协同,提高二语学习效率。“续”的理念为研究听写本身提供了可能。本研究旨在通过这一理论中的“续”与听写任务相结合进一步研究听写中理解与产出紧密结合产生的协同效应的促学效果。实验研究中的受试为两个平行班选取的68名初中三年级学生,分为实验组和对照组,每组各34人。选择受试的依据是他们中考模考的英语测试分数。两组对同一篇故事材料进行不同的听写任务,其中实验组在阅读完故事的开头部分后,要求续听写下故事的结尾部分。对照组则要求听写下整篇故事。故事的结尾部分作为比较两组听写质量的依据。为了考察这种续听写任务（或读听结合式听写）是否会对听力理解产生促进作用,受试在听写任务中需要完成相应的理解问卷（包括一项理解测试）。任务完成后,对两组的3名学生随即进行回顾性访谈,访谈的结果用来进一步... 

【文章来源】：广东外语外贸大学广东省

【文章页数】：116 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE GENERAL INTRODUCTION
    1.1 Introduction
    1.2 Research orientation
    1.3 Research rationale
    1.4 Key research questions
    1.5 Organization of the thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Introduction
    2.2 Dictation
        2.2.1 An overview
        2.2.2 The facilitative effect of dictation on L2 teaching and testing
        2.2.3 Related studies on dictation
        2.2.4 Studies on dictation errors
    2.3 The 'Xu' argument
        2.3.1 An introduction to the 'Xu' argument
        2.3.2 L2 learning mechanism in the 'Xu' argument
            2.3.2.1 Asymmetry between comprehension and production
            2.3.2.2 The interactive alignment model(IAM)
        2.3.3 The applicability of'Xu'in L2 learning
    2.4 The dictation continuation task
        2.4.1 The influence of the dictation continuation task on text comprehension
        2.4.2 Alignment in the dictation continuation task
        2.4.3 The dictation continuation task and L2 development
    2.5 Research questions and hypotheses
    2.6 Summary
CHAPTER THREE METHODOLOGY
    3.1 Introduction
    3.2 Research design
    3.3 Participants
    3.4 Materials and text recordings
    3.5 Instruments
        3.5.1 Questionnaires
        3.5.2 Dictation tests
        3.5.3 Retrospective interviews
    3.6 Procedures
        3.6.1 Pilot study
        3.6.2 Experimental study
    3.7 Data collection and analysis
        3.7.1 Aligned words and four-word structures
        3.7.2 Error types
        3.7.3 Scoring scheme
    3.8 Summary
CHAPTER FOUR DATA ANALYSES AND RESULTS
    4.1 Introduction
    4.2 Comprehension questionnaires for the dictation continuation task and the traditional dictation task
        4.2.1 A comparison between read-then-listen and listen-only input in the two dictation tasks
    4.3 Effect of the dictation continuation task and the traditional dictation task on text comprehension
        4.3.1 Effect of read-then-listen and listen-only input on text comprehension
    4.4 Effect of the dictation continuation task and the traditional dictation task on linguistic alignment
        4.4.1 Alignment at the level of words
        4.4.2 Alignment with four-word structures
    4.5 Effect of the dictation continuation task and the traditional dictation task on dictation performance
        4.5.1 The interactional effect of two dictation tasks with L2 learners' proficiency levels on scores
        4.5.2 The interactional effect of two dictation tasks with error categories on error frequencies
    4.6 Summary
CHAPTER FIVE DISCUSSIONS AND CONCLUSION
    5.1 Introduction
    5.2 Major findings
    5.3 Discussion
        5.3.1 Research Question 1:How do the two dictation tasks affect L2 learners' comprehension of the text?
        5.3.2 Research Question 2:Do the two dictation tasks differ in alignment effects?And how is it related with results from Research Question1?
        5.3.3 Research question 3:In what ways do L2 learners improve their dictation performances in the two dictation tasks?And how is it related with results from Research Questions1 and 2?
    5.4 Implications
    5.5 Limitations and suggestions for further reaearch
    5.6 Conclusion
REFERENCES
APPENDICES
    Appendix A
    Appendix B
    Appendix C
    Appendix D
    Appendix E
    Appendix F


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