【作者】 刘妍；

【导师】 冷慧；

【作者基本信息】 辽宁师范大学 ， 英语语言文学， 2010， 硕士

【摘要】 随着大学英语四六级改革的深入发展,如何提高非英语专业学生的听力受到了越来越多的关注。英语听力自主学习对学生听力的促进得到了许多学者专家的肯定。网络的出现使得传统的英语自主听力学习材料渐渐退出舞台,取而代之的是,越来越多的网络自主听力资源。这些资源亟需科学的评估,以利于学生的自主学习及教师的有效指导。VOA在线听写系统是由沪江英语开发的一个网上英语学习平台,于2008年投入使用。本研究选取大连交通大学营销专业两个班共62名大二学生参与为期10周的VOA在线听写系统学习,旨在研究VOA在线听写系统对非英语专业学生的听力效果。参与者被要求记录自己在听写过程中的错误,记忆力的提高情况及对听写学习的感受。另外,参与者参加了两次测试,第一次是学习初,自主听力学习之前;第二次是学期末,自主听力学习之后,以结合日记评价VOA在线听写系统的学习效果。分析前,作者首先对主要变量作了描述性分析,及前测后测成绩和VOA在线听写系统所提供的三种数据:学生听写总时间,总篇数和总积分,其中通过回归分析得出的结论是学生在VOA在线听写中得到的总积分最能解释他们听力成绩的变化。分析中,笔者首先对日记进行分析,研究VOA在线听写系统对学生听力提高的具体效果。然后,笔者设学生的前测成绩为自变量,总积分为因变量,用SPSS 15.0的相关分析证明学生的听力理解高低与他们在自主听力的投入多少是否有关系。最后,笔者用配对样本T检验研究是听力能力较强的学生在VOA在线听写受益多,还是听力能力较弱的学生受益多。研究结果表明,VOA在线听写系统对学生的听力有好的效果,尤其是在辨音,识词和长时记忆方面。学生的听力理解能力会对他们的自主听力学习产生一定的影响,不过它只是因素之一。学生能否投入自主听力学习还有其它的因素待探索。相比较听力能力较弱的学生而言,听力能力较强的学生受益较多。更多还原

【Abstract】 With a series of reforms on CET Band Four and Six, there is a growing concern about how to improve college students’listening comprehension. It has been confirmed by many experts and scholars that college students should do more autonomous listening in their spare time and online listening materials are popular since the birth of Internet. However, compared with the increasing number of WBLL materials, there is a lack of evaluations to them, which may be a barrier to students’effective autonomous listening. VOA online dictation system, designed by Hu Jiang, started to run in 2008. In order to identify the effect of VOA online dictation system on college students’listening comprension, 62 sophomores of two classes majoring in marketing were chosen to participate in the 10-week study.The participants were required to write diaries during the 10-week phase takeing down dictation errors, improvement of memory, and reflections on dictation. Also, the participants took the pre-listening tests at the beginning of the semester and the post-listening test at the end of the semester. The two tests combined with the diaries were the basis of the evaluation of the VOA online dictation system.Before the analysis, the author had descriptive analysis of the major variables: the pre-and post-listening test scores, and three kinds of data of the VOA online dictation system. They are the total time students spent,the total passages students dictated and the awarded points they obtained. By means of Regression analysis, it is concluded that the awarded points students obtained from the VOA online dictation system explain best the variation between two tests.During the analysis, at first, the author tried to find in what ways VOA online dictation system had improve College Students’listening comprehension by means of diaries. Then, in order to find whether listening comprehension can lead to students’autonomous listening, the author set students’pre-listening test score as the independent variable, and the awarded pointsas the dependent variable analyzing the correlation between those two variables by means of SPSS 15.0. At last, Pair-samples T Test was used to see which group benefites more from the VOA online dictation system, the stronger group or the weaker group.The findings reviewed that the VOA online dictation system has a positive effect especially on students’speech perception, word recognition and long-term memory. Listening comprehnsion can be a motivator for students’autonomous listening on the VOA online dictation system, however, it is not a crucial factor that leads to students’autonomous listening activities on it. Compared with the weaker group, the stronger group seems to benefit more from the VOA online listening.更多还原