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

1、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 ContentsAbstract . i摘要 . iiLists of Abbreviations . iiiList of Tables. ivChapter One Introduction. 11.1 The Importance of Listening Comprehension. 11.2 Current Situation of English Listening Teaching of Non-English Majors in Colleges . 21.3 The purposes and

2、 significances of the Research . 4Chapter Two Literature Review . 52.1 Studies of Audio-visual Method. 52.1.1 Definition of Audio-visual Method . 52.1.2Studies of Audio-visual Method Abroad . 72.1.3 Studies of Audio-visual method in China . 92.2 Studies of Listening Comprehension .112.2.1The Definit

3、ion .112.2.2 Previous Studies of Listening Comprehension . 122.2.3 Previous Study of the Audio-video Materials and Listening Comprehension . 13Chapter three Theoretical Framework . 163.1 Input Theory. 163.2 Concept Maps . 17Chapter Four Methodology. 194.1 Research Goal . 194.2 Questions . 194.3Subje

4、cts . 194.4 Research Instruments . 204.4.1 Tests . 204.4.2 Questionnaire . 204.5Teaching Materials . 21 4.6 TeachingProcedures . 21 4.6.1Teaching Procedures of Audio-visual method . 214.6.2 Teaching procedures in the Control Class . 284.6 Date Collection and Analysis . 314.7.1 Analysis of Tests . 32

5、4.7.1.1 The Comparison on the Results of Pre-test for Two Classes . 324.7.1.2 The Comparison on the Results of Post-test in Two Classes . 324.7.1.3 The Comparison on the Results of Pretest and Post-test for Two Classes . 334.7.1.4 Analysis of Questionnaire . 344.7.2 Major Findings. 354.7.2. 1.Findin

6、gs of Listening Tests . 354.7.2.2 Findings of Questionnaire . 364.7.3 Summary . 36Chapter Five Conclusion . 385.1 Conclusion . 385.2 Pedagogical Implications . 395.3 Limitation. 40Reference . vAppendix I . viiiAppendix II. ixAppendix . xiiAppendix IV . viAppendix IV . xAppendix VI . xii AbstractTrai

7、ning of listening is one of the main purposes of college English teaching and is also crucial for thedevelopment of English language ability of the students. The successful input of listening plays a decisiverole in verbal communication of people. However, for students of non-English majors, the res

8、ult of thelistening teaching is not satisfactory.According to the working memory model of Baddeley “a working memory includes a visual-spatialsketch pad for the processing of visual materials and a phonological loop presented in auditory form forverbal materials”(1992:556). So presenting information

9、 in two sensory modalities (visual and auditory)increases the available working memory resources and facilitates their comprehension.The audio-visual method, by using the images and sounds to stimulate audio-visual senses at the sameor nearly at the same time .It use multimedia replaces the traditio

10、nal tape-recorder, which can change thetraditional teaching mode, strengthen the understanding of the background knowledge, and broaden thestudents knowledge input channels, so as to form the automated habits of “stimulus - responding consolidating” of the students.Based on the literature review, th

11、e author selected randomly two intact classes from 2012 studentsmajoring in art from Lanzhou City College to perform 10 weeks teaching experiment. The audio-visualteaching method is used in the Experimental class while the traditional teaching method is applied to thecontrol class and two classes ar

12、e taught by the same teacher. Pre-test was used to ensure that two classes arecomparable in their English listening ability and post-test was used to test whether there was a difference inthe two classes. Questionnaire was used to investigate the attitudes of the students and the effect of theteachi

13、ng methods. The results are analyzed by SPSS13.0.The result indicated that the scores of the experimental class are significantly higher than that of thecontrol classes. Questionnaires suggested that the audio-visual method can fully arouse the studentslistening interests and improve their listening comprehension.Key words: Audio-visual Method; Listening Comprehension; Non-English Majors; College Students. i 摘要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