视听教学法对提高大学生听力理解的作用来自兰州城市学院非英语专业大一新生的实证研究论文.docx

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视听教学法对提高大学生听力理解的作用来自兰州城市学院非英语专业大一新生的实证研究论文.docx

视听教学法对提高大学生听力理解的作用来自兰州城市学院非英语专业大一新生的实证研究论文

 

 

Contents

 

Abstract..........................................................................................................................................................i

要............................................................................................................................................................ii

ListsofAbbreviations..................................................................................................................................iii

ListofTables.................................................................................................................................................iv

ChapterOneIntroduction............................................................................................................................1

1.1TheImportanceofListeningComprehension...................................................................................1

1.2CurrentSituationofEnglishListeningTeachingofNon-EnglishMajorsinColleges.....................2

1.3ThepurposesandsignificancesoftheResearch...............................................................................4

ChapterTwoLiteratureReview..................................................................................................................5

2.1StudiesofAudio-visualMethod........................................................................................................5

2.1.1DefinitionofAudio-visualMethod........................................................................................5

2.1.2StudiesofAudio-visualMethodAbroad.................................................................................7

2.1.3StudiesofAudio-visualmethodinChina..............................................................................9

2.2StudiesofListeningComprehension...............................................................................................11

2.2.1TheDefinition........................................................................................................................11

2.2.2PreviousStudiesofListeningComprehension....................................................................12

2.2.3PreviousStudyoftheAudio-videoMaterialsandListeningComprehension.....................13

ChapterthreeTheoreticalFramework.....................................................................................................16

3.1InputTheory....................................................................................................................................16

3.2ConceptMaps.................................................................................................................................17

ChapterFourMethodology........................................................................................................................19

4.1ResearchGoal.................................................................................................................................19

4.2Questions........................................................................................................................................19

4.3Subjects............................................................................................................................................19

4.4ResearchInstruments......................................................................................................................20

4.4.1Tests.....................................................................................................................................20

4.4.2Questionnaire.......................................................................................................................20

4.5TeachingMaterials...................................................................................................................21

 

4.6Teaching

Procedures....................................................................................................................21

 

 

4.6.1TeachingProceduresofAudio-visualmethod......................................................................21

4.6.2TeachingproceduresintheControlClass............................................................................28

4.6DateCollectionandAnalysis..........................................................................................................31

4.7.1AnalysisofTests..................................................................................................................32

4.7.1.1TheComparisonontheResultsofPre-testforTwoClasses....................................32

4.7.1.2TheComparisonontheResultsofPost-testinTwoClasses....................................32

4.7.1.3TheComparisonontheResultsofPretestandPost-testforTwoClasses................33

4.7.1.4AnalysisofQuestionnaire.........................................................................................34

4.7.2MajorFindings.....................................................................................................................35

4.7.2.1.FindingsofListeningTests......................................................................................35

4.7.2.2FindingsofQuestionnaire.........................................................................................36

4.7.3Summary..............................................................................................................................36

ChapterFiveConclusion............................................................................................................................38

5.1Conclusion......................................................................................................................................38

5.2PedagogicalImplications................................................................................................................39

5.3Limitation........................................................................................................................................40

Reference.......................................................................................................................................................v

AppendixI..................................................................................................................................................viii

AppendixII...................................................................................................................................................ix

AppendixⅢ................................................................................................................................................xii

AppendixIV.................................................................................................................................................vi

AppendixIV..................................................................................................................................................x

AppendixVI................................................................................................................................................xii

 

 

Abstract

TrainingoflisteningisoneofthemainpurposesofcollegeEnglishteachingandisalsocrucialforthe

developmentofEnglishlanguageabilityofthestudents.Thesuccessfulinputoflisteningplaysadecisive

roleinverbalcommunicationofpeople.However,forstudentsofnon-Englishmajors,theresultofthe

listeningteachingisnotsatisfactory.

AccordingtotheworkingmemorymodelofBaddeley“aworkingmemoryincludesavisual-spatial

sketchpadfortheprocessingofvisualmaterialsandaphonologicallooppresentedinauditoryformfor

verbalmaterials”(1992:

556).Sopresentinginformationintwosensorymodalities(visualandauditory)

increasestheavailableworkingmemoryresourcesandfacilitatestheircomprehension.

Theaudio-visualmethod,byusingtheimagesandsoundstostimulateaudio-visualsensesatthesame

ornearlyatthesametime.Itusemultimediareplacesthetraditionaltape-recorder,whichcanchangethe

traditionalteachingmode,strengthentheunderstandingofthebackgroundknowledge,andbroadenthe

students'knowledgeinputchannels,soastoformtheautomatedhabitsof“stimulus-responding–

consolidating”ofthestudents.

Basedontheliteraturereview,theauthorselectedrandomlytwointactclassesfrom2012students

majoringinartfromLanzhouCityCollegetoperform10weeksteachingexperiment.Theaudio-visual

teachingmethodisusedintheExperimentalclasswhilethetraditionalteachingmethodisappliedtothe

controlclassandtwoclassesaretaughtbythesameteacher.Pre-testwasusedtoensurethattwoclassesare

comparableintheirEnglishlisteningabilityandpost-testwasusedtotestwhethertherewasadifferencein

thetwoclasses.Questionnairewasusedtoinvestigatetheattitudesofthestudentsandtheeffectofthe

teachingmethods.TheresultsareanalyzedbySPSS13.0.

Theresultindicatedthatthescoresoftheexperimentalclassaresignificantlyhigherthanthatofthe

controlclasses.Questionnairessuggestedthattheaudio-visualmethodcanfullyarousethestudents'

listeninginterestsandimprovetheirlisteningcomprehension.

Keywords:

Audio-visualMethod;ListeningComprehension;Non-EnglishMajors;CollegeStudents.

 

 

i

 

 

听力能力的培养是英语教学的主要目的,而且对于培养学生的英语语言能力至关重要。

其输入的

成功与否对人们的口头交际起到至关重要的决定作用。

然而,对于非英语专业的学生而言,听力教学

的效果总是不尽如人意。

根据巴德利(1992:

556)的工作记忆模式,“工作记忆包括视觉空间模板和语音环路系统,其中

视觉空间模板主要

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