关于高中英语听力教学中听力策略培训的研究

论文摘要

目前,我国农村（尤其是贵州边远山区）的中学英语听力教学长期处于被忽略的地位。传统的英语听力教学模式缺乏对学生进行有效的听力策略指导,教师注重的是听力结果,而不是过程。这种听力教学模式忽视了学生的主体性,忽略了学生的语言创造力,不能满足我国社会发展的需求。因此,在高中英语听力教学中,应对学生进行行之有效的英语听力策略训练。但是对于中学阶段的听力策略研究才刚刚开始,在如何培养学生的听力策略以提高其听力水平的研究非常匮乏。针对以上问题,本文就听力策略的培养为研究课题。本文作者首先回顾了关于听力理解,听力策略和策略培训的研究成果并根据Anderson提出的听力过程分为三个阶段的理论制定了三步学习策略培训步骤。然后对织金县第二中学高一年级两个班的学生进行了一次英语听力培养实验。在实验前,先对这两个班级进行统一考试,z检验证明两个班级没有显著差异。接着,对实验班实施听力策略（包括元认知策略、认知策略和情感策略）培训,对照班则和以往相同。该实验为期20周,分三个阶段进行:第一阶段（1-3周）:认识策略和提高策略意识的阶段。第二阶段（4-12周）:教师示范策略和学生在教师指导下练习使用策略的阶段。第三阶段（13-20周）:巩固策略和拓展策略使用的阶段。实践四个半月后,再对这两个班级进行统一考试,z检验表明两个班级有显著差异,实验班成绩明显高于对照班。这就证明了:（1）对普通高中生进行系统的听力策略培训确实能提高学生的听力理解水平。（2）笔者尝试的分三个阶段对学生进行策略培训的方法是行之有效的。

论文目录

• Acknowledgement
• Abstract in Chinese
• Abstract in English
• Chapter One Introduction
• 1.1 Listening Comprehension
• 1.1.1 The Importance of Listening Comprehension
• 1.1.2 The Process of Listening Comprehension
• 1.1.3 The Nature of Listening Comprehension
• 1.2 Background of the Study
• 1.3 Significance of the Study
• 1.4 Organization of This Paper
• Chapter Two Literature Review
• 2.1 Previous Research on Listening Strategy Training
• 2.1.1 Research on Listening Strategy Training Abroad
• 2.1.2 Research on Listening Strategy Training at Home
• 2.2 Anderson’s Theory of Listening Comprehension Process
• 2.3 Problems Related to Perception, Parsing and Utilization
• 2.4 Solution to the Problems
• 2.5 Listening Strategy Training
• 2.5.1 Definition of Listening Strategy
• 2.5.2 Categories of Strategies in Listening
• 2.5.3 Goals of Listening Strategy Training
• 2.5.4 Strategy Training Models
• Chapter Three Methodology
• 3.1 An Investigation of the Factors Affecting the Subjects’Listening Comprehension
• 3.2 The Most Frequently Used Listening Comprehension Strategies
• 3.3 Discussions of the Results of the Questionnaire
• 3.4 The Experiment
• 3.4.1 Objective of the Study
• 3.4.2 Participants
• 3.4.3 Instruments
• 3.4.4 Design
• 3.4.5 Procedure
• st–3^rd week)'>3.4.5.1 The First Stage (1^st–3^rdweek)
• th–12^th week)'>3.4.5.2 The Second Stage (4^th–12^thweek)
• th–20^th week)'>3.4.5.3 The Third Stage (13^th–20^thweek)
• 3.4.6 Example
• Chapter Four Interpretation of Results and Discussion
• 4.1 Results and Analyses
• 4.2 Summary
• 4.3 Discussion
• 4.3.1 Organizing Strategy Training in Proper Sequence
• 4.3.2 Creating Enough Opportunities for Practicing Key Strategies
• 4.3.3 Building Confidence in Listening to English
• Chapter Five Conclusion
• 5.1 Conclusions
• 5.2 Limitations of the Study
• 5.3 Suggestions for Future Studies
• Notes
• Bibliography
• Appendixes