職高生聽力理解障礙的研究及應(yīng)對策略

1、職高生聽力理解障礙的研究及應(yīng)對策略 杭 州 師 范 大 學(xué) 教 育 碩士專 業(yè) 學(xué)位論 文A Study on Listening Comprehension Obstacles for Vocational School and the Coping Strategies 職 高 生聽 力 理解 障 礙研 究 及應(yīng) 對 策略 院 、 系 ( 所 )外國語學(xué)院學(xué) 科 、 專 業(yè)學(xué)科教學(xué)(英 語 )研究方向 中小學(xué)英語教 育 理論 研 究 生 姓 名 李婉麗 指導(dǎo)教師 姓名( 職 稱) 邱鋒(副 教授)論 文 提 交 日 期 2011.4.15 杭州師范 大學(xué)學(xué) 位 評定委員 會辦公 室 學(xué)校代

2、碼 :10346學(xué)科 、專業(yè)代 碼:420108 教育碩士 學(xué)號:07720143A Study on Listening Comprehension Obstacles for Vocational School and the Coping Strategies 職 高 生聽 力 理解 障 礙研 究 及應(yīng) 對 策略論文評閱 人(姓 名 、職稱) 論 文 答 辯 委 員 會 主席姓名 (職稱 )委員姓名 (職稱 ) 學(xué)位授予 單位:論文答辯 日期: 2011 年 5 月19 日杭州師范大學(xué)研究生學(xué)位論文獨創(chuàng)性聲明本 人 聲 明 所 呈 交 的 學(xué) 位 論 文 是 本 人 在 導(dǎo) 師 指 導(dǎo)

3、下 進 行 的 研 究 工 作 及 取 得 的研究成果。 除了文中特別加以標(biāo)注和致謝的地方外, 論文中不包含其他人已經(jīng)發(fā)表 或 撰 寫 過 的 研 究 成 果 , 也 不 包 含 為 獲 得 杭 州 師 范 大 學(xué) 或 其 他教 育 機 構(gòu) 的學(xué)位或證書而使用過的材料。 與我一同工作的同志對本研究所做的任何貢獻 均已在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名: 李婉麗 簽字日期:11 年4 月 15 日學(xué)位論文版權(quán)使用授權(quán)書 本學(xué)位論文作者完全了解 杭 州 師 范 大 學(xué) 有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交本論文的復(fù)印件和磁盤, 允許論文被查閱和借閱。 本人授權(quán) 杭 州師范大學(xué) 可以將

4、學(xué)位論 文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索和傳播, 可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。 (保密的學(xué)位論文在解密后適用本授權(quán)書) 學(xué)位論文作 者簽名:李婉麗 導(dǎo)師簽名: 簽 字 日 期 :2011 年4 月 15 日 簽 字 日 期 :年 月 日 杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略 Acknowledgements This study has been nearly half-of-year in the making, and I have got valuable help and support throughout research w

5、ork from many people. Firstly, I offer my sincere thanks and gratitude to my supervisor, Professor , for her guidance, advice, and encouragement. Without her skillful insight, I would not have learned as much as I haveI am also very grateful to those professors, .and all the other teachers during my

6、 three-year study in Hangzhou Normal University, who taught me a lot about theoretical knowledge of this area before the study, from which I benefit muchThousands of acknowledgements should also be given to those researchers at home and abroad from whom I borrow their fulfillment as my theoretical f

7、oundationI would also like to thank the leaders, colleagues and students of Zhong Ce Vocational School. It was their precious inspirations and collaboration that have kindly facilitated me in conducting my research and successfully finished the workI would especially like to thank my wonderful broth

8、ers, Li Qiang and Li Sheng, and their families, Huang Li and Li Ge, and also my little lovely daughter, Xiao Tian Tian, for their constant support and love during my three years of study in HangZhou Normal University. Without their support I could not have come so farFinally and above all else, I wo

9、uld like to thank my parents, who have taught me everything important that I know about life. Particularly, they have taught me to work hard, think carefully, and conduct myself with grace, kindness and generosity. Thus it is to them that I proudly dedicate this workI杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略中文摘

10、 要 在語言學(xué)習(xí)中,聽力是關(guān)鍵的第一步。 在四種語言技能聽、 說、 讀、 寫中,聽力技能對于廣大語言學(xué)習(xí)者來說,應(yīng)該是最重要的。 聽力理解作為一項輸入性技能, 是學(xué)習(xí)者發(fā)展其他語言技能的基礎(chǔ)。 同時也是最難獲得的一項技能。 而目前職高英語聽力教學(xué)并不盡人意, 主要表現(xiàn)在學(xué)生沒有主動地去掌握聽力技巧以提高聽能, 而是被動地置身于聽力的測試中。長期以往,將會使學(xué)生漸漸失去聽力學(xué)習(xí)的興趣。 因此 本文以英語聽力理解為論題, 在前人研究的基礎(chǔ)上, 結(jié)合職高英語教學(xué)中的實際情況, 找出影響學(xué)生聽力理解的障礙, 從問卷的調(diào)查數(shù)據(jù)來看, 學(xué)生普遍存在的聽力障礙有: 詞匯量少, 語法結(jié)構(gòu)復(fù)雜等語言因素和聽力技

11、巧與策略, 背景知識缺乏, 心理畏懼等非語言因素。 再 討論如何對學(xué)生進行策略訓(xùn)練,提高聽力技巧技能。 本文中的實驗從職高生的聽力學(xué)習(xí)概況問卷入手,調(diào)查和討論了職高生的聽力理解障礙,針對職高生的具體實際情況,作者提出相應(yīng)的策略 。本實驗力圖探索聽力教學(xué)策略的有效性。具體步驟如下:首先,通過問卷調(diào)查職高生聽力學(xué)習(xí)概況,聽力理解的障礙, 聽力策略的意識及應(yīng)用;其次,培養(yǎng),訓(xùn)練及指導(dǎo)學(xué)生在聽力學(xué)習(xí)中掌握和運用聽力策略和聽力技巧;再次,通過調(diào)查問卷可 以看出,經(jīng)過一段時間的策略授課,學(xué)生提高了聽力技巧和聽力理解能力。研究在一定程度上驗證了聽力策略培訓(xùn)的效果及可行性。 本文分為六章,依次論述如下: 第一

12、章問題的提出,主要闡述本論文的研究背景,研究聽力的重要性,研究的基本問題。 根據(jù)職高英語聽力教學(xué)的現(xiàn)狀, 提出職高英語聽力教學(xué)中聽力策略培養(yǎng)的必要性。 第二章 理論回顧,詳細地闡述了有關(guān)聽力理解的理論,對于聽力教學(xué)問題和聽力策略的研究,說明了這一理論在有效發(fā)展職高學(xué)生英語聽力中所起的重要作用。 第三章主要討論了職高英語聽力中存在的問題,影響職高學(xué)生英語聽力 能力發(fā)展的主要因素,另外還反思了職高英語課堂中教師自身存在的問題。 II杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略第四章本文的重點章節(jié),論述了在課堂操作聽力訓(xùn)練時,如何運用有效聽力策略,采用不同的聽力教學(xué)方法,真正給予學(xué)生具

13、體的指導(dǎo),提高學(xué)生聽力理解能力。 第五章通過采訪調(diào)查,闡述聽力策略在挺高學(xué)生聽力理解能力的有效性,同時力圖探索聽力策略的不足之處。 第六章提出一些建議和研究的局限性。關(guān)鍵詞:聽力理解,障礙, 聽力策略, 背景知識III杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略Abstract Listening is the first step in learning a foreign language. Listening comprehension is by far the most frequently used in English study among the traditi

14、onal concept on the four competences: reading, writing, speaking and listening. As one of the receptive skills, listening comprehension is the foundation to develop other language skills. It is also the most difficult skill to achieve. However, the current situation of English listening comprehensio

15、n teaching in vocational schools is not satisfactoryThe students, instead of mastering skills to improve their listening ability, are exposed to the numerous listening tests. They may slowly lose their interest in listening after a long time. This paper will center on listening comprehension. I will

16、 mainly analyze the common obstacles the students encounter during their development of the listening comprehension skill. From the data collected, I have noticed the basic problems that learners face are the following factors: language elements limited vocabulary, complicated grammar and so on; and

17、 Nonlinguistic elements psychological barriers, lack of listening skills and strategies, and short of background knowledge. Then I will talk about the way to design related coping methods to enhance learners ability in listening comprehension Starting with the questionnaire focusing on the vocationa

18、l school students ability in listening comprehension, my proposals consist of teaching and training the learners to apply new listening strategies in English class after inquiring and discussing the obstacles of vocational school students. By integrating listening strategy with training instruction,

19、 the experiment tries to find out if my designs work or not. Three steps are recommended to achieve the ideal goal. First, understand the general situation of students listening comprehension, identify the problems and implement effective strategies through the questionnaires. Then have students inv

20、olved in training by developing and instructing them to grasp and apply the listening strategies and skills in English learning. And third, compare the test results of the students from the questionnaire. The result shows that listening comprehension strategies can be taught through certain proper p

21、rocedure with indications that the students in the study have IV杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略generally performed better after the strategy training. It also shows the listening strategy training has an important effect on students with positive feasibility in English listening teaching to some exten

22、tThe paper consists of six chaptersChapter 1IntroductionThis chapter presents the background for choosing the topic, the significance of the study, and the research questions. According to current situations in vocational school, it strongly indicates there is a need for teaching listening comprehen

23、sion strategiesChapter 2Literature Review The chapter gives a detailed discussion on the theory of listening comprehension, the previous research of listening problems and listening strategies. It has found out that teaching students to properly cope with their obstacles in listening comprehension c

24、an help them develop listening ability effectivelyChapter 3 Existing problems in listening in vocational schoolsThis chapter is based on the review and theoretical analyses in Chapter 2. It talks about the existing problems in listening in vocational schools by analyzing the factors that influence l

25、istening comprehension. It also reflects on problems in listening teaching in vocational schoolsChapter 4 Coping strategies in classroomOn the basis of the review and analysis in Chapters 2 and 3, this chapter probes into some listening strategies when conducting classroom activities, giving student

26、s detailed guidance during the development of listening comprehension Chapter 5 Evaluation of listening strategiesThis chapter discusses the efforts and advantages of the strategies in listening comprehension, as well as the negative ramifications using the listening strategiesV杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙

27、研 究及應(yīng)對策略Chapter 6 ConclusionIn this chapter, limitations of the present study and suggestions for future research are discussed Key words :listening comprehension, obstacles, listening strategies, and background knowledge VI杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略Contents Chapter 1 Introduction 1.1 Background.

28、 1 1.2 Significance of the study.3 1.3 Research questions4Chapter 2 Literature review 2.1 The nature of listening6 2.1.1 The definition.62.1.2 The characteristics of listening process7 2.1.3 The importance of listening in language learning9 2.2 Listening teaching in vocational schools.9 2.3 Research

29、 on listening comprehension11 2.3.1 Research on the problems.112.3.2 Research on the teaching of listening12 2.4 Research on listening comprehension strategies.13 2.4.1 Definition of listening strategies132.4.2 Major research of listening comprehension strategies at home and abroad 13 2.4.3 Listenin

30、g strategy training theories16Chapter 3 Existing problems in listening in vocational schools 3.1 Subject19 3.2 An analysis of the status quo of the students.20 3.2.1 Obstacles in listening20 3.3 Existing problems in vocational school listening teaching27 3.3.1 Teacher-and-textbook-centered learning

31、environment27 3.3.2 Unsystematic listening material, bored students.27 VII杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略3.3.3 Listening test rather than listening teaching.283.3.4 Teacher-centered class with few communications.283.4 Consideration about the obstacles in teaching listening comprehension.29Chapter 4 Co

32、rresponding classroom strategies on listening 4.1 Introduction31 4.2 Building listening comprehension confidence31 4.2.1 Increasing students listening interest31 4.2.2 Creating a good environment for listening comprehension334.2.3 Selecting the suitable listening materials for the students.34 4.3 Tr

33、aining the listening strategies.35 4.3.1 Building background knowledge35 4.3.2 Inference.39 4.3.3 Prediction43 4.3.4 Improving vocabulary and grammar.46 4.3.5 Guessing new words from the context47 4.3.6 Note-taking.49Chapter 5Evaluation of listening strategies 5.1 Quetionnaire. 52 5.2 Findings56Chap

34、ter 6 Limitations and conclusion 6.1 Limitations of the Research.596.2 Conclusion60 References.62Appendix I Questionnaire on listening66 Appendix II Questionnaire on listening strategies (英語聽力策略訓(xùn)練的調(diào)查研VIII杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略究) . .69 IX杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略Chapter1: Introduction 1.1

35、BackgroundListening comprehension plays a vital part in language teaching and learning. It is well known that listening takes precedence of speaking, just like when a child is starting to learn his mother language, he learns words from listening. According to Rivers & Temperley 1978, their research

36、shows that of the time in ones daily life communication, approximately 9 % is devoted to writing, 16 %to reading, 30 %to speaking, and 45 % to listening. In communication, listening is a crucial aspect, and the level of listening comprehension can directly influence peoples mutual understanding. Onl

37、y until the 1970s when James Asher 1977 published On Total Physical Response, researchers started to focus their attention on the field. Then Krashen 1982 put forward the well-known input hypothesis and comprehensible input theoriesAccording to the researchers, listening comprehension is a multi-fac

38、et process that involves not the receiving of the audible symbols, and the interpreting of those symbols into understandable codes in the brain as well. In the process, learners must take an active part in order to facilitate an effective infuse of the knowledge. Jiang Zukang, 1994 maintains that wh

39、at really counts is the linguistic information that you ultimately glean from that exposure through conscious and subconscious attention, through varied cognitive strategies like retention, feedback and interaction. Along with frequent international communication and rapid development of telecommuni

40、cation technology, improving listening ability becomes very importantTherefore, in the process of learning a foreign language, mastering the ability of listening comprehension is quite necessary and important. In short, listening has been recast as an activity central to the L2 acquisition process D

41、unkle, 1991 Many well-known researchers e.g. OMalley, 1990 ;Fajiwara, 1990 ;Thompson & Rubin1996 have affirmed that strategy training did help students improve their listening comprehension achievements and enhance their awareness of strategy use, learning motivation and autonomy. It could also give

42、 teachers a levee to lower load 1杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略stress and invest more energy in research. The authors concluded that strategy training should be incorporated into listening teaching. However, in China, researches in this field are still at an embryonic stage Lu Changhong, 2001 ;Su Yua

43、nlian, 2003 ;Lou Heying, 2004, where listening comprehension is a relatively late concern in EFL teaching. Furthermore, researches on the effect of strategy training are quite few. It is a prevalent view to believe that the vocational school students have lower motivation for English learning, and t

44、heir interest is less strong than that of the regular high school students. Under such faulty notion, some English teachers in vocational schools are not actively preparing listening-related teaching materials. The result is bleak - precious listening skill is neglected in class trainingsAnd as the

45、model of listening comprehension teaching remains a traditional fashion, a classroom practice typically explains new words and phrases, runs a prerecorded tape/VCD, has students do the drills, and checks the answers with the class. Teachers often test the listening comprehension ability before offer

46、ing students skills and strategies to improve it. Focus and priority are given to explaining right answers to the questions instead of understanding the questions in the process of learning. When a student is found unable to follow, the teacher usually just replays the tape several more timesThe que

47、stionnaire revealed some obstacles the students encounter: cultural differences, underlining background, mother tongue interference, and psychological barriers. In fact, the more nervous, the harder in listening comprehension. Repeated failures, they gradually lose their interest and confidence in l

48、earning English, its a phenomenon that students listening comprehension is very poor and listening is the weakest of the four skills. They become tongue-tied, silent, when they are asked to say something or understand something containing words they have not met beforeThe reason lies in that most st

49、udents dont grasp the proper method of how to listen and how to improve their listening ability1.2 Significance of the study 2杭州師范大學(xué)碩士學(xué)位論文職高生聽力理解障礙研 究及應(yīng)對策略At present, with the development of Chinas opening and reform policies which requires a great number of qualified people with good command of for

50、eign languages, English teaching especially listening comprehension training has become more and more important and urgent. Listening is the basic form when people communicate with each other. Since 2002, one must pass an English listening examination before entering a graduate program. And English listening score has become a part of the students total results in senior middle school and junior middle school. In vocational schools, the points of listening have been raised from 20% to 25% since 2003Under the circumstances that