（外国语言学及应用语言学专业论文）高职院校非英语专业听力策略研究.pdf

ix 摘摘 要要 在过去的几十年里，英语学习策略及策略培训已成为语言教学领域 热门的研究课题之一。对于语言学习策略的研究也由最开始的探索性调 查发展到较系统的、理论性的探讨和实证研究。但是大多数研究是针对 阅读和写作的策略调查及培训，而有关听力策略培训效果的实证研究却 极少。而且，多数研究都采用普通本科院校的英语专业学生作为实验对 象，相比之下，高等职业院校的学生很少引起大家的关注。本文作者以 上海行健职业学院二年级非英语专业两个班的学生为实验对象，对高职 学生进行听力策略培训的效果研究。同时，本次研究还调查了实验对象 的听力策略使用情况，并且分析比较了高分组和低分组听力策略使用的 差异。 上海行健职业学院二年级非英语专业的两个班共 75 名学生参与了 本次调查。作者将两个班分别作为实验组和控制组，然后对实验组的学 生实施了为期一个学期的听力策略培训。整个实验过程分为三步。首先， 在学期伊始，所有学生都要求参加一次听力测试（pre-test） ，作者对听 力成绩进行独立样本 t 检验，结果说明了控制组和实验组在实验前听力 水平上没有显著差异。根据学生的成绩排序，划分出高分组和低分组。 接着，作者在 vandergrift (1997)的听力策略量表的基础上改编了本研 究所用的听力策略量表，对学生进行了听力策略问卷调查，目的是了解 学生当前的听力策略运用情况。同时，比较分析了高分组和低分组学生 x 策略使用的差异。然后根据学生策略运用情况，对实验组的学生进行策 略培训。最后，在学期结束时，作者又对学生进行了一次听力测试 （post-test） ，对考试成绩进行了独立样本 t 检验和配对样本 t 检验， 目的是比较实验组和控制组在听力策略训练前后的变化差异以及同一被 试组内学生训练前后的变化差异。 对实验数据的定量分析发现： （1）高职学生在三种听力策略的使用 次序中， 认知策略使用频率最高， 情感/社会策略其次， 元认知策略最低。 学生缺乏自主学习性。 （2）高分组和低分组的学生在元认知策略，认知 策略和社会/情感策略的使用上都出现显著差异。 高分组学生更常使用听 力策略。 （3）接受一学期策略培训的实验组在第二次听力测试中，成绩 显著高于没有接受策略培训的控制组。在同一被试组内，实验组学生在 策略训练前后成绩变化显著，控制组的学生虽然成绩有所提高，但变化 并不显著。 以上调查与分析给高职院校听力教学带来以下启示： （1）提高学生 的自主学习性，听力教学需转变传统的以教师为中心的教法，学生应该 在听力课堂上扮演 “主角” 。 （2）教师在策略培训中的作用。 （3）增 加学生的元认知策略的知识，帮助他们学会制订学习计划和评估自己的 学习过程。 关键词：学习策略，听力策略，听力策略培训，高职院校听力教学 vi abstract in the past few decades, learning strategy and learning strategy training have become one of the hot topics in the field of foreign or second language learning and teaching. relevant studies in the early days were more exploratory, and now they are developed into systematic and theory-based empirical studies. most of the current researches have focused on reading and writing strategy training, and few empirical studies have attempted to evaluate the success of listening strategy training in this field. besides, most of the relevant researches take students in universities as their subjects, and little attention has been paid to the hvc (higher vocational college) students. given this situation, the present study chose engineering students in shanghai xingjian hvc as the subjects, attempting to evaluate the effects of listening strategy training on hvc non-english majors listening performance and to probe how to integrate listening strategy training into english listening class. the present study also investigated listening strategy preferences among the subjects and to compare listening strategy use between high-score group and low-score group. 75 students of two classes in grade two participated in this research. one class of 38 that received listening strategy training served as the experimental group, and the other class of 37 formed the control group vii receiving normal instruction without strategy training. the whole training process lasted for one term. firstly, in order to check the homogeneity of their english proficiency, all the participants took a pre-test at the beginning of the term. no significant difference was found in their listening proficiency between the two groups through an independent-samples t test. based on the scores, the high-score group and the low-score group were formed. secondly, a survey was administered to all the participants by means of a questionnaire on listening strategy use to investigate their strategy preference. at the same time, a comparison of strategy use was made between the high score-group and the low-score group. thirdly, at the end of the term, all the participants were required to take a post-test. the independent-samples t test and paired-samples t test were employed to measure the inter-group and the intra-group differences in their listening performance after one-term training. detailed analysis of the quantitative data has generated the following findings: (1) of the three strategies, the category of cognitive strategies is used most by the participants, which is followed by social/affective strategies and meta-cognitive strategies rank last. (2) the use of meta-cognitive strategies, cognitive strategies and social/affective strategies by the high-score group and the low-score group are significantly different. the viii high-score group tends to use most strategies than the low-score group. (3) after one-term strategy training, the experimental groups improvement was bigger than the control group, and their difference was significant. within the same group, students in the experimental group made significant improvement in their listening performance at the end of the term, while there was no significant change in the control group, although they also made improvement. the result reveals that listening strategy training effectively improve learners listening performance. the present study of learners listening strategy and its training effects also yields some pedagogical implications: 1) in order to develop students learner autonomy and train their learning strategy ， traditional teacher-centered teaching methods should be changed, and students should play an dominant in the whole listening process; 2) teachers play a very important role in strategy training by initially learning about the students, their interests, motivations, and learning styles and by analyzing the textbook; 3) teachers should help students raise their meta-cognitive awareness. key words: learning strategy, listening strategy, listening strategy training, listening instruction in hvcs xiv list of tables table 2.1 description of listening strategy (vandergrift, 1997).20 table 3.2 listening strategies in the questionnaire.32 table 4.1 results of overall strategies .39 table 4.2 results of metacognitive strategy use.41 table 4.3 results of cognitive strategy use.43 table 4.4 results of social/affective strategy use. 44 table 4.5 results of independent-samples t test .47 table 4.6 results of independent-samples t test .49 table 4.7 results of independent-samples t test .50 table 4.8 frequency of pre-test.51 table 4.9 results of independent-samples t test.51 table 4.10 frequency of post-test.52 table 4.11 results of independent-samples t test.52 table 4.12 intra-groups difference in pre-and post-test.53 xv abbreviations cet college english test cg control group efl english as foreign language learning eg experimental group elt english language teaching hvc higher vocational college pretco practical english test for colleges sla second language acquisition iii 上海交通大学上海交通大学 学位论文原创性声明学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立 进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不 包含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究 做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意 识到本声明的法律结果由本人承担。 学位论文作者签名： 日期： 年 月 日 iv 上海交通大学上海交通大学 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，同 意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许 论文被查阅和借阅。本人授权上海交通大学可以将本学位论文的全部或 部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制 手段保存和汇编本学位论文。 保密保密，在 年解密后适用本授权书。 本学位论文属于 不保密 不保密。 （请在以上方框内打“” ） 学位论文作者签名：王婷王婷 指导教师签名：王同顺王同顺 日期： 年 月 日 日期： 年 月 日 v acknowledgements first and foremost, i would like to express my heartfelt thanks to professor wang tongshun, my academic supervisor, for his patient instruction, warm encouragement, careful corrections and enlightening comments. without his professional assistance, this paper would not haven been possible. my sincere thanks also go to prof. luo peng, and prof. wu jiang, for their thought-provoking questions and suggestions at my thesis proposal. i am also deeply grateful to ms. jiang shu, ms. he qing and the students in shanghai xingjian higher vocational college for their kind and effective cooperation in this investigation. i am also greatly indebted to all the professors and teachers in my pursuit of the masters degree at sjtu. what i have learned from them will benefit me all my life. i also want to express my sincere appreciation to my classmates for their help and encouragement. last but not least, i would like to express my immense thanks to my family for their constant love, understanding and support. 1 chapter one introduction 1.1 background of the research listening, speaking, reading and writing are considered as the four basic skills in english learning. of the four skills, listening seems to be the primary means by which most of the incoming ideas and information are taken in. (krashen, 1985). listening, as a vital skill for almost all interactions, is the most important medium for input in learning a foreign language. research has demonstrated that adults spend 40-50% of communication time on listening (gilman rubin, 1994; vandergrift, 1997), primarily due to the transient nature of listening comprehension and the methodological difficulties. listening comprehension as a separate and important component of language learning only comes into focus after significant debate about its validity. recent research has demonstrated the critical role of language input in language learning (dunkel, 1991), providing support for the primacy of listening comprehension in instructional methods. this has led dunkel to assert that the study of listening comprehension has become the “polestar” of second language acquisition theory building, research, and pedagogy. omalley (1990) and vandergrift (1999) have also described the status of listening comprehension with “keystone” and “key role” respectively. therefore, listening strategy become an important part of learning strategy. the systematic and normative research of listening strategy originated from learning strategy research and thrived in the late 1980s with the rise and the development of second language acquisition and cognitive psychology. listening strategy are based on theoretical framework of learning strategy. in the initial stage of the study on language learning strategy, the emphasis was laid on identifying beneficial strategies by better language learners. rubin (1971) started the research focused on the strategies of successful learners and stated that, once identified, such strategies could be made available to less successful learners. in 1981 and 1987, rubin classified strategies in terms of processes that may contribute directly to learning (i.e. clarification/verification, monitoring, memorization, guessing/inductive inferencing, deductive reasoning, and practice) and those that may contribute indirectly to learning (i.e. creating opportunity to practice and use of production tricks). wong-fillmore (1975) identified social strategies used by proficient language learners. in 1977 and 1981, she identified several communication strategies which learners used in conversations (e.g. word coinage, mime, 3 circumlocution, appeal for assistance etc.). brialystock (1979) reported the research which showed the effects of the use of two function-focus strategies. since the 1980s, the research of learning strategy has shifted to the study of the relationship between strategies, the language learning process and the cognitive process. correspondingly, learning strategy play an active role in language learning and the use of language learning strategy is targeted to improve language achievement and proficiency. on the basis of the cognitive psychology, omalley and chamot (1985, 1990) divided language learning strategy into three major categories: meta-cognitive, cognitive and social/affective strategies. in each of these major categories, a large number of specific strategies are included. oxford (1990) proposes a more comprehensive system of language learning strategy which can be classified into direct strategies and indirect strategies. and each of the strategy can be subdivided into memory strategy, cognitive strategy, compensation strategy, metacognitive strategy and affective/social strategy. in china, wen (1998)，basing on skehans information theory model, divided learning strategy into management and language learning strategy. the language learning strategy are further divided into form-focus, accuracy, using-mother-tongue, meaning-focused and fluency strategies. empirical researches on listening strategy began in 1980s in western countries. most of the researches took several subjects as their target and employed a think-aloud approach, exploring the difference in listening strategy use among the students at different language level (defillipis, 1980; murphy, 1985; omalley et al, 1989; rost vandergrift, 1992). conclusions are drawn from those researches that effective learners employ more strategies than ineffective learners. but due to the difference in subjects and different methods adopted in those researches, no unanimous conclusions have been arrived at. in china, relative researches on listening strategy arose in the early 1990s. these researches have undergone great development in terms of depth and width with reference to previous studies in western countries. some of them researched into the 4 difference in learning strategy use between effective learners and ineffective learners (wen, 1995; wen some of them discussed about the relationship between learning strategy and listening achievement (jiang, 1994); some dealt with the influence of background knowledge on listening mode and the listening strategy use (liu, 1996); some exclusively investigated the listening strategy use among chinese non-english major students. what conclusion can be arrived at if the study is conducted among non-english majors in higher vocational colleges (short for hvcs)? so far, few empirical studies on the students in hvcs are relatively few. the present study must be beneficial for teachers to know hvc students strategy preference in their listening process and the results of the study can be used for references to improve listening instruction for other hvcs. the purpose of this study aims at finding out 1) the listening strategies used by hvc students; 2) the difference in listening strategy use between the high-score group and the low-score group; 3) the effects of one-term listening strategy training on hvc. 1.3 organization of the thesis this study is to evaluate the effects of listening strategy training on hvc students. five chapters constitute the whole thesis. chapter one is the introduction part, briefly introducing the background and the significance of the research and the organization of this thesis. chapter two is the literature review of the relevant literature on learning strategies, listening comprehension and on listening strategy and strategy training. chapter three reports the research methodology, including research purpose, research questions, research design and strategy training process. chapter four presents the experimental results, discusses and interprets the findings. chapter five summarizes the major findings, brings forth some pedagogical implications for listening teaching in hvcs, as well as the limitation of the present study. 5 chapter two literature review chapter two is literature review covering the following aspects: definition of listening comprehension and its two basic process models, i.e., bottom-up and top-down; factors affecting l2 listening comprehension; review of literature on learning strategy, including the definitions and the classification; review of literature on listening strategy and the researches on strategy training. 2.1 review of relevant literature on listening comprehension listening is an invisible mental process, and it is difficult to describe. listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain and interpret this within the immediate as well as the larger socio-cultural context of the utterance (wipf, 1984). rost ( 2002) defines listening, in its broad sense, as a process of receiving what the speaker actually says (receptive orientation), constructing and representing meaning (constructive orientation), negotiating meaning with the speaker and responding (collaborative orientation) and creating meaning through involvement, imagination and empathy (transformative orientation). listening is a complex, active process of interpretation in which listeners matches what they hear with what they already know. 2.1.1 listening comprehension process according to schema theory model, the process model includes two basic types: bottom-up and top-down. the former refers to input information that initially originates from the most fundamental or inferior schema, and ends with the formation of advanced or superior schema. that is, bottom-up is the process from the concreteness to abstractness, sometimes called as “data-driven”. the latter refers to the process in which the advanced schema is used to predict, select, or assimilate the inputting information. it is “conceptually-driven”, which means the process from abstractness to concreteness. 6 2.1.1.1 bottom-up model on the basis of bottom-up model, listeners perceive speech by building up an interpretation in a series of separate stages, beginning with the lowest-level units in the listening comprehension. that is, liste