初中生英语听力障碍的实例分析与听力策略的选择

论文摘要

听力策略研究在二语习得领域有着极其重要的作用。这方面的成果不仅使教师和研究者们更好地了解语言和语言学习过程的实质,而且在教师的教案设计和教学方法的改进方面提供了更多的理论依据。人们普遍认为听力策略是可以教授和训练的。语言教师的任务不仅包括教授语言还要包括教授如何学习语言的知识。听力策略是一种能够使语言学习过程和语言使用过程更加容易、更加顺畅的重要知识之一。本文,结合教学中的实际情况,分析影响学生听力理解的障碍,讨论如何对学生进行策略训练,提高听力技巧技能。本文中的实验从调查学生听力策略的问卷入手,培训及指导学生在听力学习中掌握和运用听力策略,通过培训与讲授策略相结合,本实验力图探索听力教学新方法的可行性。具体步骤如下:首先,通过问卷调查学生听力策略的意识及策略应用;其次,培训及指导学生在听力学习中掌握和运用听力策略和听力技巧;再次,比较实验班与对照班的考试成绩,以便发现策略培训与相关考试成绩之间的关系。为了了解听力策略培训的效果,对学生们在策略培训前,培训中和培训后的各种听力考试成绩分别进行了记录和对比。通过成绩对比可以看出,经过一段时间的策略授课,实验班学生的听力理解考试成绩要比对照班的学生好。从策略培训前和培训后的问卷调查中可以看出,实验班的学生比对照班的学生提高了听力技巧和听力能力。实验在一定程度上验证了听力策略培训的效果及可行性。

论文目录

• English Abstract
• Chinese Abstract
• Acknowledgements
• Chapter 1 Introduction
• 1.1 Overview
• 1.2 Motivation and Aims of My Research
• 1.3 Summary
• Chapter 2 Literature Review
• 2.1 Introduction
• 2.2 Previous Research on Listening Strategy Training
• 2.3 Studies on Listening Comprehension Problems
• 2.4 A SLA Perspective Factors Affecting Listening Comprehension
• Chapter 3 Existing Problems in Listening Teaching Strategies and Factors Affecting Students’Listening Comprehension
• 3.1 Introduction
• 3.2 Existing Problems in Listening Teaching Strategies
• 3.2.1 Insufficient Natural, Authentic English Exposure
• 3.2.2 No Pronunciation Teaching or Only in Short Blocks
• 3.2.3 Listening Test Rather Than Listening Teaching
• 3.2.4 Teacher Control the Class; No Communication at All
• 3.3 Factors Affecting Students’Listening Comprehension
• 3.3.1 Psychological Factors
• 3.3.2 Liguistic Proficiency Barriers
• 3.3.3 Background Knowledge
• 3.3.4 Traditional and Boring Listening Material
• 3.3.5 Dull and Unreal Learning Environment
• 3.3.6 Lack of Authentic English Speech Exposure
• 3.3.7 Fast Speed of Delivery
• 3.3.8 Context
• Chapter 4 Design and application of Classroom Listening Strategies
• 4.1 Introduction
• 4.2 Classroom Listening Strategies and Skills Application of Eliminating Listening Barriers
• 4.2.1 Conquering Psychological Barriers
• 4.2.2 Paying More Attention to Spoken English
• 4.2.3 Improving the Study of Vocabulary and Grammar
• 4.2.4 Enhancing Students’Background knowledge
• 4.2.5 Exposure to Real Authentic English Speech
• 4.2.6 Access to Slower Speed of Delivery
• 4.2.7 Information-capturing AbilityTraining
• 4.2.8 Intelligent Guessing Ability Training
• 4.2.9 Note-taking Ability Training
• Chapter 5 Evaluation of Classroom Listening Strategies
• 5.1 Subjects
• 5.2 Questionnaire
• 5.3 Test
• 5.4 Data Analysis
• Chapter 6 Conclusion
• 6.1 Conclusion
• 6.2 Implications for English Listening Comprehension Teaching
• 6.3 Limitations of My Research
• Appendix I Questionnaire 1/2
• Appendix II Testing Samples in Test 1
• Appendix III Testing Samples in Test 2
• Appendix IV Testing Samples in Test 3
• References