外語(yǔ)教學(xué)中,聽(tīng)力越來(lái)越受到人們的重視,然而聽(tīng)力始終是外語(yǔ)學(xué)者的難點(diǎn)和弱點(diǎn)。行為主義學(xué)家把聽(tīng)力理解看作是一種被動(dòng)的刺激-反應(yīng)過(guò)程,而認(rèn)知心理學(xué)家則認(rèn)為聽(tīng)力是一種積極主動(dòng)的過(guò)程。圖式理論是認(rèn)知學(xué)家的一個(gè)研究熱點(diǎn),圖式被定義為“已獲得知識(shí)的結(jié)構(gòu)”,對(duì)圖式理論的應(yīng)用通常研究背景知識(shí)的激活對(duì)聽(tīng)力理解的重要作用。圖式的激活,就是學(xué)習(xí)者通過(guò)所接受的某些信息去判斷該材料可能涉及的內(nèi)容,并同時(shí)據(jù)此從圖式框架中提取可能適合的相關(guān)背景知識(shí),即某一特定圖式以供理解之用。國(guó)內(nèi)外一些實(shí)驗(yàn)研究在圖式理論的框架下證實(shí)了聽(tīng)前輔助活動(dòng)可以促進(jìn)聽(tīng)力理解,它們可以成功的激活頭腦中的圖式而進(jìn)行有效的預(yù)測(cè)及推斷。然而,這些研究通常是驗(yàn)證一種或幾種聽(tīng)前輔助活動(dòng)對(duì)聽(tīng)力理解效果的研究。針對(duì)不同聽(tīng)前輔助活動(dòng)對(duì)不同水平學(xué)生聽(tīng)力效果的對(duì)比研究卻寥寥無(wú)幾。在以往研究的基礎(chǔ)上,本文試圖通過(guò)實(shí)驗(yàn)證明兩個(gè)研究問(wèn)題:第一,兩種聽(tīng)前輔助活動(dòng)——提供背景知識(shí),小組討論在促進(jìn)聽(tīng)力理解的作用是否不同。第二,不同形式的聽(tīng)前輔助活動(dòng)對(duì)高低水平學(xué)生的聽(tīng)力理解效果是否存在差異。本文研究對(duì)象是唐縣第一中學(xué)150名高三學(xué)生,他們來(lái)自A(高水平班),B(低水平班)。繼而又...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research background
    1.2 Research questions
    1.3 Research significance
    1.4 Thesis framework
Chapter 2 Literature Review
    2.1 Schema and Schema Theory
        2.1.1 The Definition of Schema
        2.1.2 Schema Theory
        2.1.3 Three kinds of comprehending process in Schema Theory
        2.1.4 Theoretical Studies on Pre-listening Activities
    2.2 Researches on schema abroad
        2.2.1 Studies on Listening Difficulties and Strategies
        2.2.2 Studies on Schema Theory
        2.2.3 Studies on Pre-listening Activities
    2.3 Researches on schema in China
        2.3.1 Studies on Listening Difficulties and Strategies
        2.3.2 Studies on Schema Theory
    2.4 Summary
Chapter 3 Research Design
    3.1 Hypotheses
    3.2 Subjects
    3.3 Research instruments
        3.3.1 The study material
        3.3.2 Interview
        3.3.3 Statistic instrument
    3.4 Research procedure
        3.4.1 The listening Test for the distribution
        3.4.2 Two pilot studies
        3.4.3 The Experiment
    3.5 A sample lesson plan
Chapter 4 Analysis and Discussions
    4.1 The effect of the two pre-listening activities
    4.2 The effect of proficiency levels
Chapter 5 Conclusion
    5.1 Summary of the thesis
    5.2 Pedagogical Implications
    5.3 Limitations
Bibliography
Appendix
Acknowledgements



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