本文關(guān)鍵詞：圖式策略在大學(xué)英語(yǔ)聽(tīng)力教學(xué)中的實(shí)證研究　出處：《西北民族大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：聽(tīng)力理解能力對(duì)英語(yǔ)學(xué)習(xí)者來(lái)說(shuō)是一項(xiàng)必不可少的技能,它對(duì)英語(yǔ)學(xué)習(xí)與日常交際均有非常重要的作用。聽(tīng)力理解能力的提高不僅有利于提高學(xué)習(xí)者的英語(yǔ)綜合能力還有助于提高學(xué)習(xí)者的日常交際能力。然而,目前大部分的英語(yǔ)教學(xué)比較重視學(xué)習(xí)者寫(xiě)作能力與閱讀能力的提高而忽視其聽(tīng)力能力,同時(shí),傳統(tǒng)的聽(tīng)力教學(xué),即放聽(tīng)力—聽(tīng)聽(tīng)力—對(duì)答案的英語(yǔ)聽(tīng)力教學(xué)模式使學(xué)習(xí)者陷入一種被動(dòng)的學(xué)習(xí)狀態(tài),大部分學(xué)生對(duì)英語(yǔ)聽(tīng)力學(xué)習(xí)的興趣不高,英語(yǔ)聽(tīng)力教學(xué)效率低下,針對(duì)該問(wèn)題本文試分析圖式理論在大學(xué)英語(yǔ)教學(xué)中的作用,尋找一種更有效的大學(xué)英語(yǔ)聽(tīng)力教學(xué)法。圖式理論強(qiáng)調(diào)背景知識(shí)在聽(tīng)力理解過(guò)程中起著至關(guān)重要的作用,圖式分為三類(lèi):語(yǔ)言圖式、內(nèi)容圖式、形式圖式。圖式理論認(rèn)為,聽(tīng)力理解是一種互動(dòng)的信息加工模式,包括自下而上和自上而下兩種信息加工模式,基于這種模式,聽(tīng)力理解的過(guò)程就是學(xué)習(xí)者的背景知識(shí)(學(xué)習(xí)者所具備的詞匯語(yǔ)法知識(shí)、對(duì)聽(tīng)力材料所涉及的內(nèi)容的了解等)與學(xué)習(xí)者聽(tīng)到的聽(tīng)力材料相互作用的過(guò)程。在聽(tīng)力理解的過(guò)程中,學(xué)習(xí)者需要激活自身的背景知識(shí),并將背景知識(shí)與所聽(tīng)到的聽(tīng)力材料聯(lián)系起來(lái)來(lái)理解新的材料,學(xué)習(xí)者對(duì)背景知識(shí)的激活程度決定了其對(duì)聽(tīng)力材料的理解深度,將圖式理論用到聽(tīng)力理解的過(guò)程中,能夠使學(xué)習(xí)者的學(xué)習(xí)由被動(dòng)的過(guò)程轉(zhuǎn)變?yōu)榉e極的過(guò)程。根據(jù)以上背景,本文主要研究一下三個(gè)問(wèn)題:(一)圖式理論能否提高大學(xué)生學(xué)習(xí)英語(yǔ)聽(tīng)力的興趣;(二)將圖式理論應(yīng)用到大學(xué)英語(yǔ)聽(tīng)力教學(xué)中能否提高大學(xué)生英語(yǔ)聽(tīng)力能力;(三)如果圖式理論應(yīng)用到大學(xué)英語(yǔ)聽(tīng)力教學(xué)中能夠提高大學(xué)生的英語(yǔ)聽(tīng)力水平,那么對(duì)哪類(lèi)題型的提高效果最為顯著?本文以實(shí)驗(yàn)法為主、以問(wèn)卷調(diào)查法為輔,以西北民族大學(xué)2015級(jí)兩個(gè)非英語(yǔ)專(zhuān)業(yè)的平行班的學(xué)生為研究對(duì)象,將一個(gè)班定位控制班,另一個(gè)班定為實(shí)驗(yàn)班,在對(duì)兩個(gè)班進(jìn)行為期16周的教學(xué)前分別以2015年6月的四級(jí)聽(tīng)力對(duì)兩個(gè)班進(jìn)行測(cè)試,實(shí)驗(yàn)班采用圖式理論的教學(xué)法,即對(duì)學(xué)生按照?qǐng)D式的構(gòu)建、圖式的激活、圖式的構(gòu)建的進(jìn)行步驟教學(xué);而控制班采取傳統(tǒng)的教學(xué)法即放聽(tīng)力、聽(tīng)聽(tīng)力、對(duì)答案的步驟進(jìn)行教學(xué),在16周的教學(xué)之后,再用2015年12月的四級(jí)聽(tīng)力對(duì)兩個(gè)班進(jìn)行測(cè)試,最后用SPSS軟件的前后測(cè)成績(jī)進(jìn)行統(tǒng)計(jì)分析,通過(guò)分析來(lái)確定圖式理論應(yīng)用到大學(xué)英語(yǔ)聽(tīng)力教學(xué)中能否提高大學(xué)生的英語(yǔ)聽(tīng)水平;如果能提高,對(duì)哪類(lèi)題型的作用更加明顯。再通過(guò)對(duì)實(shí)驗(yàn)班和控制班的學(xué)生進(jìn)行問(wèn)卷調(diào)查來(lái)了解他們對(duì)圖式理論的了解程度及情感態(tài)度的變化。通過(guò)這些研究進(jìn)一步證實(shí)了圖式理論對(duì)英語(yǔ)聽(tīng)力教學(xué)有著重要的意義,無(wú)論是從對(duì)學(xué)生的聽(tīng)力能力及學(xué)習(xí)興趣的提高上來(lái)講,還是從對(duì)教師的工作創(chuàng)新的角度上來(lái)講,圖式理論還有很大的研究空間。
[Abstract]:Listening comprehension is an essential skill for English learners. It plays a very important role in both English learning and daily communication. The improvement of listening comprehension is not only helpful to improve learners' comprehensive English competence but also to improve their daily communicative competence. At present, most of English teaching pays more attention to the improvement of learners' writing and reading ability, but neglects their listening ability. At the same time, traditional listening teaching. That is, listening listening-listening listening-listening to the answers of the English listening teaching model makes the learners into a passive learning state, most of the students in English listening learning interest is not high, English listening teaching efficiency is low. In view of this problem, this paper tries to analyze the role of graph theory in college English teaching. The schema theory emphasizes that background knowledge plays an important role in listening comprehension. Schema is divided into three categories: language schema and content schema. Formal schemata. Schema theory holds that listening comprehension is an interactive information processing model, including bottom-up and top-down information processing models, based on this model. The process of listening comprehension is the learners' background knowledge (vocabulary and grammar knowledge). The process of interaction between listening materials and listening materials. In the process of listening comprehension, learners need to activate their own background knowledge. Background knowledge is associated with listening materials to understand the new materials. Learners' activation of background knowledge determines the depth of their understanding of listening materials. Applying schema theory to listening comprehension can change learners' learning from passive to positive. This paper focuses on three questions: (1) whether schema theory can improve the interest of college students in learning English listening; (2) whether the schema theory can improve the listening ability of college students in college English listening teaching; (3) if schema theory is applied to college English listening teaching to improve the listening level of college students, which type of question type can improve the listening ability of college students most significantly? This paper is based on the experimental method, supplemented by questionnaire, and takes two parallel classes of non-English majors in Northwest University for nationalities in 2015 as the research object. One class is classified as the orientation control class and the other class as the experimental class. Before teaching the two classes for 16 weeks, the two classes were tested with CET-4 listening comprehension on June 2015. The experimental class adopted the schema theory teaching method, that is, the students were constructed according to the schemata. The activation of schemata and the construction of schemata; The control class adopted the traditional teaching method, that is, listening, listening, and teaching the steps of the answer. After 16 weeks of teaching, the two classes were tested with CET-4 on December 2015. Finally, through the statistical analysis of the pre-and post-test results of the SPSS software, it is determined whether the schema theory can be applied to college English listening teaching to improve the listening proficiency of college students. If you can improve. The students in the experimental class and the control class were investigated by questionnaire to find out their understanding of schema theory and the change of their affective attitude. Type theory is of great significance to English listening teaching. In terms of improving students' listening ability and learning interest, as well as the innovation of teachers' work, schema theory still has a lot of research space.
【學(xué)位授予單位】：西北民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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本文編號(hào)：1419790