【作者】 赵淑华；

【导师】 马云霞；

【作者基本信息】 武汉理工大学 ， 外国语言学及应用语言学， 2005， 硕士

【摘要】 迄今为止,由Rubin(1975)、Naiman(1978)等人开创的学习策略研究已有约三十年的历史。与二十世纪八十年代策略研究侧重对学习策略的识别、描述及分类相比,九十年代研究的重点已明显转移到策略培训上,代表人物有O’Malley & Chamot(1990)、Oxford(1990)以及Wendon(1991)。在中国,学习策略研究始于八十年代。在这二十年中,对大学生特别是英语专业学生策略使用的情况做了大量的研究,而对大学生特别是非英语专业学生实施学习策略培训以提高他们学习成绩的研究却不多。见于这种情况,同时考虑到听力一直以来是非英语专业学生的“老大难”问题,以及在理论上反复强调听力策略培训有助于听力理解(见 王初明、亓鲁霞,1992;蒋祖康 1994;刘绍龙 1996;黄子东 1998;王宇,2000;李炯灵,2002)和听力课堂教学几乎一成不变的实际情况之间还存在不小的差距,本研究旨在考察在非英语专业大学生实施策略培训对其听力成绩的影响,与此同时,试图找到策略培训对处于何种听力水平的学生存在最为显著的影响。此外,本研究除了关注策略培训的结果之外,也同样关注策略培训的过程,期望能找到一种将策略培训融入正常听力教学的可行方式,从而改善听力教学及最终促进学生课堂内外的听力实践。 来自于两个自然班的六十二名非英语专业大学生参加了为期一学期(十五周)的实验研究,其中一个班作为试验组接受融听力策略于课堂教学的训练,另外一个班作为控制组执行正常听力教学计划。为确保两个班的听力水平无显著性差异,同时,为了将实验组划分为处于不同听力水平的三个小组,在对实验组进行处理前安排了一次听力理解前测。此外,为了解实验组听力理解中所面临的问题以及使用听力策略的情况,以及帮助决定策略培训的内容,在实验组先后展开了口头自陈和问卷调查。根据调查情况对实验组实施为期十五周的策略培训后安排一次听力理解后测,以检测两组在两测之间是否存在显著性差异。通过使用SPSS 11.0对获得的数据进行统计分析,此次研究的结果表明:将策略培训融入听力课堂有助于提高听力理解,其中,处于中等听力水平的外语学习者进步最为明显,听力水平较差的外语学习者取得的进步其次。与此同时,此次研究发现证明在以英语为外语的学习背景下,在正常教学计划的限制范围内,将CALLA模式与其他显性策略培训方法结合在一起以实施策略培训不失为一种可行的方法。更多还原

【Abstract】 It has been 30 years or so since the studies on language learning strategies was pioneered by Rubin (1975), Naiman et al.(1978). Since 1990s, there has been a noticeable shift in focus from the identification, description and classification during 1980s to the instruction of language learning strategies with O’Malley & Chamot (1990) , Oxford(1990) and Wendon (1991) being the representatives. In China, the research into learning strategies was initiated in the early 1980s. Over the two decades, considerable investigation of learning strategy use among college students, primarily English majors (Huang Xiaohua, 1985; wen Qiufang, 1995, 1997, etc.) has yielded substantial fruits. Little work, however, has been done of implementing learning strategy program for improved learning among college students, particularly non-English majors. In view of the situation and given the fact that listening comprehension has long been considered as a big headache for EFL learners in China, as well as that there still exists a considerable gap between the theory where significance of listening strategies in facilitating listening comprehension has been repeatedly acknowledged (see Wang Churning & Qi Luxia, 1992; Jiang Zukang, 1994; Liu Shaolong, 1996; Huang Zidong, 1998; Wang Yu, 2000; Li Jiongying, 2002) and the practice where little change has been made in the way listening is conducted in class: tested rather than taught, an empirical study was designed with a view to exploring the impact of strategy training on listening performance of non-English majors and, meantime seeking the answer to the question: learners at what levels of listening abilities benefit most from integrative strategy training, high level, medium level or low level? In addition, the study pays as much attention to the process of the strategy training as to the outcome, hoping to find out a feasible way of incorporating strategy training into the regular class curriculum, which can be employed to promote the teaching practice in listening class and ultimately benefit students’ listening practice both in and out of class.Sixty-two non-English majors from two intact classes participate in the one-term study, which virtually lasts fifteen weeks, with one class as experimental group receiving incorporative listening comprehension strategy training in class and the other receiving normal listening instruction as the control group. Prior to the training, a listening comprehension pretest is conducted for the purpose of ensuring that there are no significant differences between two groups and three subgroups at different levels of listening abilities are identified. In addition, a verbal report and a written questionnaire are administrated in the experimental group aiming at identifying their listening problems and examining their use of listening strategies, which in turn helps determine what listening strategies should be included. The training is enforced by adopting the five-phase CALLA (Cognitive Academic Language Learning Approach) model developed by O’Malley and Ghamot (1990) with other approaches to explicit training at different stages of training. After the experimental group being given fifteen-week treatment, both experimental group and control group are required to take a listening comprehension posttest to see whether there exists significant pre-post difference between the two groups and which subgroups in the experimental group exhibits the most striking pre-post difference. The data obtained are computed and analyzed via SPSS Version 11.0The results from the study indicate that incorporating strategy training into listening class plays a significant role in enhancing the listening comprehension of EFL learners, particularly, those at intermediate level followed by low-proficiency learners. At the same time, the findings of the study assert that combining the CALLA model together with other approaches to explicit strategy training as the situation varies at differing stages of training turns out to be a feasible way of implementing strategy training within t更多还原