职高生听力理解障碍的研究及应对策略

1、职高生听力理解障碍的研究及应对策略 杭 州 师 范 大 学 教 育 硕士专 业 学位论 文A Study on Listening Comprehension Obstacles for Vocational School and the Coping Strategies 职 高 生听 力 理解 障 碍研 究 及应 对 策略 院 、 系 ( 所 )外国语学院学 科 、 专 业学科教学(英 语 )研究方向 中小学英语教 育 理论 研 究 生 姓 名 李婉丽 指导教师 姓名( 职 称) 邱锋(副 教授)论 文 提 交 日 期 2011.4.15 杭州师范 大学学 位 评定委员 会办公 室 学校代

2、码 :10346学科 、专业代 码:420108 教育硕士 学号:07720143A Study on Listening Comprehension Obstacles for Vocational School and the Coping Strategies 职 高 生听 力 理解 障 碍研 究 及应 对 策略论文评阅 人(姓 名 、职称) 论 文 答 辩 委 员 会 主席姓名 (职称 )委员姓名 (职称 ) 学位授予 单位:论文答辩 日期: 2011 年 5 月19 日杭州师范大学研究生学位论文独创性声明本 人 声 明 所 呈 交 的 学 位 论 文 是 本 人 在 导 师 指 导

3、下 进 行 的 研 究 工 作 及 取 得 的研究成果。 除了文中特别加以标注和致谢的地方外, 论文中不包含其他人已经发表 或 撰 写 过 的 研 究 成 果 , 也 不 包 含 为 获 得 杭 州 师 范 大 学 或 其 他教 育 机 构 的学位或证书而使用过的材料。 与我一同工作的同志对本研究所做的任何贡献 均已在论文中作了明确的说明并表示谢意。学位论文作者签名: 李婉丽 签字日期:11 年4 月 15 日学位论文版权使用授权书 本学位论文作者完全了解 杭 州 师 范 大 学 有权保留并向国家有关部门或机构送交本论文的复印件和磁盘, 允许论文被查阅和借阅。 本人授权 杭 州师范大学 可以将

4、学位论 文的全部或部分内容编入有关数据库进行检索和传播, 可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。 (保密的学位论文在解密后适用本授权书) 学位论文作 者签名:李婉丽 导师签名: 签 字 日 期 :2011 年4 月 15 日 签 字 日 期 :年 月 日 杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略 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杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略中文摘

10、 要 在语言学习中,听力是关键的第一步。 在四种语言技能听、 说、 读、 写中,听力技能对于广大语言学习者来说,应该是最重要的。 听力理解作为一项输入性技能, 是学习者发展其他语言技能的基础。 同时也是最难获得的一项技能。 而目前职高英语听力教学并不尽人意, 主要表现在学生没有主动地去掌握听力技巧以提高听能, 而是被动地置身于听力的测试中。长期以往,将会使学生渐渐失去听力学习的兴趣。 因此 本文以英语听力理解为论题, 在前人研究的基础上, 结合职高英语教学中的实际情况, 找出影响学生听力理解的障碍, 从问卷的调查数据来看, 学生普遍存在的听力障碍有: 词汇量少, 语法结构复杂等语言因素和听力技

11、巧与策略, 背景知识缺乏, 心理畏惧等非语言因素。 再 讨论如何对学生进行策略训练,提高听力技巧技能。 本文中的实验从职高生的听力学习概况问卷入手,调查和讨论了职高生的听力理解障碍,针对职高生的具体实际情况,作者提出相应的策略 。本实验力图探索听力教学策略的有效性。具体步骤如下:首先,通过问卷调查职高生听力学习概况,听力理解的障碍, 听力策略的意识及应用;其次,培养,训练及指导学生在听力学习中掌握和运用听力策略和听力技巧;再次,通过调查问卷可 以看出,经过一段时间的策略授课,学生提高了听力技巧和听力理解能力。研究在一定程度上验证了听力策略培训的效果及可行性。 本文分为六章,依次论述如下: 第一

12、章问题的提出,主要阐述本论文的研究背景,研究听力的重要性,研究的基本问题。 根据职高英语听力教学的现状, 提出职高英语听力教学中听力策略培养的必要性。 第二章 理论回顾,详细地阐述了有关听力理解的理论,对于听力教学问题和听力策略的研究,说明了这一理论在有效发展职高学生英语听力中所起的重要作用。 第三章主要讨论了职高英语听力中存在的问题,影响职高学生英语听力 能力发展的主要因素,另外还反思了职高英语课堂中教师自身存在的问题。 II杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略第四章本文的重点章节,论述了在课堂操作听力训练时,如何运用有效听力策略,采用不同的听力教学方法,真正给予学生具

13、体的指导,提高学生听力理解能力。 第五章通过采访调查,阐述听力策略在挺高学生听力理解能力的有效性,同时力图探索听力策略的不足之处。 第六章提出一些建议和研究的局限性。关键词:听力理解,障碍, 听力策略, 背景知识III杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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杭州师范大学硕士学位论文职高生听力理解障碍

27、研 究及应对策略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杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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 (英语听力策略训练的调查研VIII杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略究) . .69 IX杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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杭州师范大学硕士学位论文职高生听力理解障碍研 究及应对策略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