【作者】 陈静；

【导师】 李旭奎；

【作者基本信息】 中国海洋大学 ， 外国语言学及应用语言学， 2011， 硕士

【摘要】 听力在日常交际和英语教学中占有十分重要的地位,也是英语学习者必须要掌握的技能。在听说读写四个语言交流技能中,听力是使用最频繁的,而且对于英语学习者来说,听力是交流的基础,它向学习者提供语言输入。除此之外,听力理解在大学英语的四、六级考试中的占有相当的比重,因此提高学生的英语听力能力在大学英语教学中有重大的现实意义。作者通过多年的英语学习和教学发现大学英语教师并没有在听力教学中高度重视语音训练并且充分运用语音训练去帮助大学生理解听力理解文章,另一方面虽然有的大学生认识到了语音知识对于他们在听力过程中理解的重要性,但是他们不知道怎样获得这些语音知识和语音训练,没有强烈的意识去运用这些语音知识。本文从“自下而上”模式出发,探索提高大学生英语听力理解的新方法。“自下而上”模式是从语音解码开始的。因此对大学生英语学习者进行语音训练不仅能够帮助他们学习必要的语音知识,同时还可以训练他们的语音听辨能力,缩短语音在大脑中的解码时间,并使他们熟悉英语的重读、连读、弱读、节奏、音调等语音知识,更准确清晰地理解听力材料,从而在整体上提高他们的听力水平。本文旨在证明笔者两个假设:1.大学英语学习者的发音能力及其听力水平之间存在直接的线性关系。2.对大学英语学习者进行系统的发音训练能促进其听力理解能力的提高。本文研究对象为烟台大学非英语专业二年级学生,分别标为实验班和控制班,研究涉及两次听力测验和语音测试,每次测验包含一篇四级考试听力部分的复合式听写和作者自己设计的语音测试试卷。学期开始时对两个班分别进行了实验前听力和语音测试。然后对实验班的听力授课以基础语音知识的讲授和训练与听力课本练习相结合的方式进行;而控制班的听力授课则是单一的听力课本练习。在进行了为期一个学期的听力课程后,两个班又分别进行了实验后听力和语音测试。将收集到的数据输入SPSS,对其进行了各种分析。实验数据的分析结果表明:英语学习者语音能力和听力水平有直接的线性正相关关系。对比两次测试成绩的结果表明:试验组的听力平均分从65.4上升到了74.2分,增加了8.8分;控制组的平均分从65.2上升到67.8分,增加了2.6分。虽然两组都有增加,但试验组的提高幅度较大,而控制组的分数相对稳定。由此可见,英语听力课堂教学中进行语音知识的讲授和培训有助于提高学生听力理解的能力。最后根据实验的结果,作者建议大学英语教师应该在听力课中重视语音知识讲授和语音能力训练,并将其和听力练习相结合;从而更好地提高学生听力理解的能力。更多还原

【Abstract】 Listening plays a key role both in daily communication and in foreign language learning. It is also the necessary skill for English as Foreign Language (EFL) students to master. Listening has been traditionally ranked first among the four language skills: listening, speaking, reading and writing because it is most frequently used and it provides input for EFL learners. Besides, the new CET exam pattern sees the increase of the listening proportion. Therefore, College English teachers should change their teaching focus to students’listening proficiency and listening comprehension course also has gained great importance in English class.In the learning and teaching of English, the writer found that most of students had some difficulties in their listening comprehension and college English teachers had not paid much attention to phonetic training and made full use of phonetic knowledge to help college students comprehend the listening material: meanwhile college students knew that phonetic knowledge was very important for their listening,but they did not know how to get phonetic knowledge and they had weak awareness to use phonetic knowledge in their listening process.This study, based on the theory of bottom-up processing, aims to find a new way to enhance college students’listening comprehension. With the phonological decoding being the first step in the bottom-up processing, phonetic training for the college English learners can not only help them to get basic phonetic knowledge, but also give them training about discrimination of phonemes, which will reduce the time they use to decode the phonemes and make them get familiar with the stress, liaison, weak form, rhythm and intonation, which may help them clearly and correctly understand the listening material; therefore their listening comprehension will be improved in the end.An experimental study was conducted to prove the two hypotheses: (1) There is a direct linear relationship between Chinese college English learners’phonetic ability and their listening competence; (2) systematic phonetics training improves listening comprehension. The study involved 63 sophomores in two classes from Yantai University, which were classified into an experimental class and a control class, consisting of 32 and 31 students respectively. At the initial stage of the experiment, pre-tests of listening comprehension and phonetics were given to all the students. In the following listening class, the experimental class was taught by means of combining the systematic explanation of the basic phonetic knowledge and phonetic training with regular listening practise from the textbook, while the teaching method of the control class was the traditional one-- regular listening practise from the textbook only without any phonetic training. After a semester’s study, post-tests of listening comprehension and phonetics were given to all the students. Then data were collected and input into SPSS for analysis.The results of the data analysis show that there is a direct linear relationship between college English learners’phonetic ability and their listening competence. The findings indicate familiarity of phonetic knowledge and phonetic training of the participants really plays good effect on EFL listening comprehension.Based on the results of the study, teachers of ESL listening need to facilitate students listening by providing phonetic knowledge and phonetic training in the listening courses and make students aware of the importance of phonetic ability and help them to apply the phonetic knowledge in their listening process so that students’listening comprehension will be improved.更多还原