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网络教学环境下大学生英语听力策略的研究

2020-12-07阅读(902)

网络教学环境下大学生英语听力策略的研究

论文摘要

在日常交际和二语习得中,听力理解发挥着重要的作用。新颁布的《大学英语课程教学要求》(试行)强调了在当前形势下培养大学生英语听力能力的重要性。国内外关于听力策略的研究越来越细致入微。但是就网络环境下,对听力成绩高的学生和相对较低的学生运用听力策略的对比研究的数量非常有限。本文作者以南京航空航天大学正在实施的网络教学环境为背景,根据英语听力水平挑选了非英语专业一年级的两个班级的学生为研究对象,对听力策略进行具体的研究。以O’Malley & Chamot(2001)对策略的分类为理论框架,作者自行设计了听力策略问卷,用SPSS11.0对实验数据进行描述和分析,对在这种教学环境下两个班级的学生的听力策略使用情况进行对比研究。通过定量分析发现:(1)学生使用听力策略辅助听力学习的频率不是很高;(2)元认知策略是学生们使用最少的策略类型;认知策略和社交/情感策略是使用相对频繁的策略;(3)就具体策略而言,使用频率较高的是重复、转移、选择性听力、预测、增强自信心、提高兴趣等;使用频率较低的是:自我管理、听写、关键词策略、口头复述、根据意群理解策略、选择材料、翻译、合作等;(4)从总体看,听力水平较高的学生使用听力策略的频率明显高于水平较低的学生;就具体策略而言,水平较高的学生更擅长挑选听力材料和提高自己对英语听力的兴趣。以上调查与分析给大学英语听力教学带来了以下的启示:(1)教师应该对策略及策略应用进行具体而有效的指导,而且应当引导学生针对不同的要求和目的采取相应的听力策略;(2)在教师面授课和网络自主学习相结合的学习环境下,应该增强学生的元认知意识;(3)鼓励学生继续运用社交/情感策略,尤其鼓励他们与他人合作学习;(4)应该指导学生选择适合自己听力水平的听力材料。

论文目录

  • 摘要
  • Abstract
  • Chapter One Introduction
  • 1.1 Background
  • 1.2 Motivation for the Study
  • 1.2.1 The importance of listening skills
  • 1.2.2 The springing up of learning strategies
  • 1.2.3 The springing up of listening strategies research
  • 1.2.4 Listening strategies in web-based environment
  • 1.2.5 The current English teaching in NUAA
  • 1.3 An Overview of the Thesis
  • Chapter Two Literature Review
  • 2.1 Review on Learning Strategies
  • 2.1.1 Definition of learning strategies
  • 2.1.2 Classification of learning strategies
  • 2.2 Review on Listening Strategies
  • 2.2.1 Definition and classification of listening strategies
  • 2.2.2 Studies on listening strategies abroad
  • 2.2.3 Related researches on listening strategies at home
  • 2.2.3.1 In traditional teaching mode
  • 2.2.3.2 In web-based teaching mode
  • 2.3 Review on Listening Comprehension
  • 2.3.1 Definition and nature of listening comprehension
  • 2.3.2 The models of listening comprehension
  • 2.3.3 The process of listening comprehension
  • 2.4 Significance of the Present Study
  • Chapter Three Research Methodology
  • 3.1 Introduction to the Present Listening Course in NUAA
  • 3.2 Research Questions
  • 3.3 Research Design
  • 3.3.1 Participants
  • 3.3.2 Instruments
  • 3.3.3 Data collection
  • 3.3.4 Data analysis
  • Chapter Four Results and Discussion
  • 4.1 Statistical Description of Participants’Satisfaction, Progress and Adaptation
  • 4.2 Statistical Description of Listening Strategies Used by All the Participants
  • 4.2.1 The overall use of the three categories of listening strategies
  • 4.2.2 Meta-cognitive strategies
  • 4.2.3 Cognitive strategies
  • 4.2.4 Social/affective strategies
  • 4.3 Statistical Description of Listening Strategy Use Between Top Students and Low Students
  • 4.3.1 The Differences in Using All the Listening Strategies Between Top and Low Students
  • 4.3.2 Meta-cognitive Strategies
  • 4.3.3 Cognitive Strategies
  • 4.3.4 Social/affective Strategies
  • Chapter Five Conclusion
  • 5.1 Summary of Major Findings
  • 5.2 Pedagogical Implications
  • 5.2.1 Cultivating Students’Awareness of Using Learning Strategies in English Listening Comprehension
  • 5.2.2 Encouraging Students to Use Meta-cognitive Strategies
  • 5.2.3 Encouraging Students to Use Social/affective Strategies
  • 5.2.4 Enabling Students to Select Listening Strategies Appropriate to Their Levels
  • 5.3 Limitations and Suggestions for Further Research
  • References
  • Appendix I: Questionnaire
  • Appendix II: The Mid-term Examination （Listening Comprehension Part）
  • Publications

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