本文選題：大學(xué)生 + 英語聽力�。� 參考：《江南大學(xué)》2017年碩士論文

【摘要】：隨著教育全球化時代的到來,世界范圍內(nèi)被廣泛使用的英語是大學(xué)生的必修課程。英語聽力作為口語的核心素養(yǎng),不僅是衡量學(xué)習(xí)者參與國際文化交流的首要指標(biāo),而且是大學(xué)英語課程與教學(xué)的重中之重。長期以來,中國大學(xué)生的英語聽說水平仍有待改善,雖然相關(guān)學(xué)者對大學(xué)英語聽力教與學(xué)的改革進行了不懈努力的研究,但由于語言復(fù)雜性、英語聽力材料多樣性、學(xué)生個體差異性等,非英語專業(yè)學(xué)習(xí)者容易在英語聽力學(xué)習(xí)中產(chǎn)生不同的學(xué)習(xí)阻力。鑒于此,本文通過量化和質(zhì)性研究方法對非英語專業(yè)大學(xué)生的英語聽力學(xué)習(xí)阻力進行歸因,在理論基礎(chǔ)上積極探尋具有借鑒性的應(yīng)對策略,對促進當(dāng)下英語聽力課程改革的發(fā)展具有重要的研究意義。本文主要從五大部分展開研究。首先,分析了本研究的選題緣由、研究意義、目標(biāo)和研究設(shè)計方案,并重點總結(jié)了國內(nèi)外關(guān)于英語聽力學(xué)習(xí)阻力的相關(guān)研究成果。其次,介紹了信息加工、第二語言習(xí)得、具身認(rèn)知及統(tǒng)覺學(xué)習(xí)等理論,以此作為論文進一步研究的理論基礎(chǔ)。再次,從研究總體設(shè)計層面入手,分別闡述了通過問卷調(diào)查與質(zhì)性研究分析得出的我國非英語專業(yè)大學(xué)生英語聽力學(xué)習(xí)發(fā)展?fàn)顩r的關(guān)鍵因素。然后,基于深入的實證研究結(jié)果,具體分析了當(dāng)下我國非英語專業(yè)大學(xué)生聽力學(xué)習(xí)阻力關(guān)鍵因素的成因。最后,全面概括了大學(xué)生英語聽力學(xué)習(xí)的基本特征,并在分析目前大學(xué)生英語聽力學(xué)習(xí)現(xiàn)實困境的基礎(chǔ)上,提出了聽力學(xué)習(xí)阻力應(yīng)對策略。通過研究發(fā)現(xiàn),非英語專業(yè)大學(xué)生英語聽力學(xué)習(xí)阻力在性別、年級、專業(yè)與生源地上存在顯著性差異。從整體情況而言,非英語專業(yè)大學(xué)生英語聽力學(xué)習(xí)阻力知覺水平處于一般范圍內(nèi)。通過調(diào)查表明,大多數(shù)大學(xué)生主要存在三類學(xué)習(xí)阻力:其一,聽力知識存蓄阻力,主要包括語音音素的辨音能力相對較弱,對詞匯的輸入與理解比較單一,詞法與句法結(jié)構(gòu)意識較為匱乏;其二,聽力統(tǒng)覺感知阻力,重點指向聽力信息的感知受注意偏向影響,聽力信息的短暫獲得性記憶零碎,母語思維對聽力思維產(chǎn)生負(fù)遷移;其三,聽力情緒調(diào)控阻力,要點涵括焦慮的情緒擾亂聽力信息正常接收,負(fù)性自動化思維助長不自信的心理,自我提高內(nèi)驅(qū)力缺失阻擾聽力學(xué)習(xí)�；谝陨险{(diào)查分析提出以下應(yīng)對策略:其一,聽力知識存蓄阻力應(yīng)對策略,蘊含在語境中辨聽語音語調(diào)意義,在圖式庫中構(gòu)建詞匯網(wǎng)絡(luò)圖,利用構(gòu)式掌握語法規(guī)則系統(tǒng);其二,聽力統(tǒng)覺感知阻力應(yīng)對策略,包括重視對聽力信息的選擇性注意、強化對聽力信息的短時記憶力、生成領(lǐng)會聽力信息的英語思維;其三,聽力情緒調(diào)控阻力應(yīng)對策略,包含明確自我認(rèn)知并堅持分層學(xué)習(xí),保持正確歸因與積極心理暗示,體驗聽力語言情境并寓趣于學(xué)。
[Abstract]:With the arrival of the era of educational globalization, English, which is widely used in the world, is a compulsory course for college students. As the core accomplishment of oral English listening is not only the primary index to measure learners' participation in international cultural exchange but also the most important part of college English curriculum and teaching. For a long time, the level of English listening and speaking of Chinese college students still needs to be improved. Although relevant scholars have made unremitting efforts to study the reform of college English listening teaching and learning, due to language complexity, English listening materials are diverse. Non-English majors tend to have different learning resistance in English listening learning due to their individual differences. In view of this, this paper, by means of quantitative and qualitative research, ascribes to the resistance of non-English majors English listening learning, and actively explores the relevant coping strategies on the theoretical basis. It is of great significance to promote the development of English listening curriculum reform. This paper mainly from five parts of the study. First of all, the thesis analyzes the reason, significance, goal and design of the research, and summarizes the research results of English listening resistance both at home and abroad. Secondly, the theories of information processing, second language acquisition, personal cognition and apperception learning are introduced as the theoretical basis for further research. Thirdly, starting with the overall design of the study, this paper expounds the key factors of the development of non-English majors' English listening learning in China through questionnaire survey and qualitative analysis. Then, based on the results of in-depth empirical research, this paper analyzes the causes of the key factors of listening resistance of non-English majors in China. Finally, the basic characteristics of college students' English listening learning are summarized, and on the basis of analyzing the current difficulties of college students' English listening learning, the author puts forward the strategies of coping with listening resistance. It is found that there are significant differences in English listening resistance among gender, grade, major and student. On the whole, the level of English listening resistance perception of non-English majors is in the general range. The investigation shows that the majority of college students have three kinds of learning resistance: first, the ability of phoneme recognition is relatively weak, and the input and comprehension of vocabulary is relatively simple. Secondly, the perceptual resistance of listening apperception, which mainly points to the influence of attention bias on the perception of listening information, the temporary acquired memory of listening information is fragmented, and the mother tongue thinking has negative transfer to listening thinking. Thirdly, the resistance of emotional regulation of listening, the main points including anxiety of emotion disrupts the normal reception of hearing information, negative automatic thinking encourages the psychology of self-confidence, and the lack of self-improvement of internal drive hinders listening learning. Based on the above investigation and analysis, the following coping strategies are proposed: first, the strategies of listening knowledge storage resistance, which contain the meaning of phonetics and intonation in context, the construction of vocabulary network diagram in the schema library, and the use of construction to master the grammar rules system; The coping strategies of listening apperception resistance include paying attention to selective attention to listening information, strengthening short-term memory of listening information, and generating English thinking to understand listening information. It includes clear self-cognition and hierarchical learning, maintaining correct attribution and positive psychological cues, experiencing listening language situations and incorporating interest in learning.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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