以学生为中心的听力教学成效探讨

论文摘要

目前中国的大学英语听力课多半以教师为主,而听力过程往往受心理因素的影响。因而在以教师为主的教学模式下,学生极易产生紧张情绪,以致造成学生对听力的恐惧心理。为实现从以教师为中心,单纯传授语言知识的教学模式,向以学生为中心,更加注重培养语言运用能力和自主学习能力教学模式的转变,作者结合实际,以建构主义理论为指导,对一个班级的听力教学进行在教师指导下,学生自主学习的听力教学改革试验。在本试验中,作者对所在大学进行的学生自主学习模式的听力教学在学生的学习自主性、学习听力动机、听力焦虑感、听力策略运用和听力能力等几方面的影响,采用了定量和定性分析两种方法进行了实验研究,得出了以下结论:(1)以学生为中心的听力教学有效地提高了学习者的学习自主性;(2)以学生为中心的听力教学有效地激发了学习者的听力动机并且减少了上听力课的焦虑;(3)以学生为中心的听力教学促进了学习者听力策略的运用;(4)以学生为中心的听力教学提高了学生的听力水平。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter 1 Introduction
• 1.1 Purpose of the Experiment
• 1.2 Research Questions
• 1.3 Structure of the Paper
• Chapter 2 Learning Theories and Approaches
• 2.1 Constructivism
• 2.1.1 Definition of Constructivism
• 2.1.2 Cognitive Constructivism & Social Constructivism
• 2.1.3 The Guiding Principles of Constructivism
• 2.1.4 Constructivism and Teaching Practice
• 2.2 Behaviorism
• 2.2.1 The Definition of Behaviorism
• 2.2.2 Behaviorism and Foreign Language Teaching
• 2.2.3 Limitations of Behaviorism
• 2.3 Different Approaches
• 2.3.1 The Teacher-centered Approach
• 2.3.2 The Student-centered Approach
• Chapter 3 Listening Comprehension in SLA
• 3.1 Krashen's Hypotheses
• 3.2 Listening Comprehension
• 3.3 Listening Features
• 3.4 Listening Types
• 3.4.1 Interactive Listening
• 3.4.2 Non-interactive Listening
• 3.4.3 Extensive Listening
• 3.4.4 Intensive Listening
• 3.5 Listening Process
• 3.5.1 Bottom-up Process
• 3.5.2 Top-down Process
• 3.5.3 The Relationship between the Two Processes
• 3.6 Listening Strategies
• 3.6.1 Cognitive Listening Strategies
• 3.6.2 Meta-cognitive Listening Strategies
• Chapter 4 Classroom Experiment
• 4.1 Introduction of the Experiment
• 4.1.1 Classroom Size and Environment
• 4.1.2 Listening Materials
• 4.1.3 Participants
• 4.1.4 The Two Different Listening Classes
• 4.2 Data Collection
• 4.2.1 The Questionnaires
• 4.2.2 Students' Reports
• 4.2.3 Teacher's Observation Notes
• 4.3 Data Analysis
• 4.3.1 Quantitative Data Analysis
• 4.3.2 Qualitative Data Analysis
• Chapter 5 Findings and Discussion
• 5.1 The Effects on Autonomy
• 5.1.1 The Changes in Goal Setting
• 5.1.2 The Changes in Independent Action
• 5.1.3 The Changes in Evaluation
• 5.2 The Effects on Affective Factors
• 5.2.1 The Effects on Students' Motivation
• 5.2.2 The Effects on Students' Anxiety
• 5.3 The Effects in the Use of Listening Strategies
• 5.3.1 The Changes in the Use of Meta-cognitive Listening Strategies
• 5.3.2 The Changes in the Use of Cognitive Listening Strategies
• 5.4 The Improvement in Listening Comprehension
• Chapter 6 Conclusion
• 6.1 Results
• 6.2 Limitations
• Bibliography
• Appendix A
• Appendix B
• Appendix C
• Appendix D