【作者】 赵霞；

【导师】 苏晓军；

【作者基本信息】 苏州大学 ， 英语语言文学， 2002， 硕士

【摘要】 本研究旨在调查听力在大学英语课堂教学中的作用，探索学生的听力过程的习惯、经验及困难，训练学生的语言技能和学习技能。研究将大学非英语专业二年级的两个班61名学生分成两个组，试验组(31人)和控制组(30人)进行了为期11周的试验对照。控制纽4节／周《大学英语》精读(第二册)课，课堂教学以语法练习、写作和阅读为主。试验组将4节／周中的2节精读课改上听力课。听力课堂教学不以测试为主要目的，注重听力理解技能的训练，精选大量的真实性听力材料，创造良好的课堂教学氛围，提高学生理解听力材料的水平。通过定性、定量分析，结果发现：(1) 听力与阅读有相类似的认知过程，听力技能可以转化为阅读理解技能；(2) 试验组学生的听力和阅读的成绩均高于控制组；(3) 听力训练对于不同听力水平学生产生的效果不同。其中，中等听力水平大学生的成效最为明显，其次是中等以下听力水平的大学生。本研究对大学非英语专业课堂教学具有积极的意义，主要有：(1) 非英语专业的大学英语课程设置中应有听力训练课。(2) 教师在大学英语听力课堂教学中应注重学生听力理解技能的训练，并考虑不同听力水平学生的学习需求。(3) 教师应培养学生听力和阅读之间技能的相互转换能力。更多还原

【Abstract】 The present paper studies the role of teaching listening to Chinese EFL college students as part of training for a College English course which focuses on reading skills. One aim of the study is to investigate whether training in listening skills has any effects on the reading skills of Chinese EFL college students. Another aim is to explore students’ listening experiences and their difficulties in doing listening tasks. The third aim is to stud)’ how to teach listening in EFL classroom. On the basis of relevant research results in first- and second-language acquisition, the study claims that listening and reading are parallel processes and so the underlying text processing skills of listening comprehension are transferable to reading comprehension. A quantitative and qualitative study takes the form of an experiment in which two parallel classes of 61 second-year Chinese EFL students are assigned into a control group and an experimental group. The control group has 2X100-minute sessions a week of College English Intensive Reading Book II. in which the students are provided with grammar exercises, writing, and reading tasks, and the teacher regularly assesses their worksheets and discusses emerging problems in the class. The experimental group has 1x100 -minute session a week of College English Intensive Reading Book II and the same length of listening classes in the language lab doing the listening comprehension tasks. The experimental group is neither given extra grammar exercises nor extra reading or writing tasks. A pre-test- a post-test and an achievement test are administered in both groups to compare the improvement of their listening and reading comprehension achievements. The 31 students in the experimental group are asked to give feedback on the listening course by filling in a questionnaire (see Appendix 1).The findings of this study can be summarized as follows:1) Listening and reading are parallel processes and the underlying text-processing skills of listening comprehension are transferable to reading comprehension.2) The experimental group outperforms the control group in listening and reading comprehension achievements.3) Listening training has more impact on students with average listening ability than students above or below average.Pedagogic implications of the findings are listed as follows:1) Listening course should be added to the curriculum design for Chinese EFL college students.2) The teaching of skills should be direct!) integrated into classroom instructional plans so that teachers can teach both the language contents and listening skills, and provide students with the opportunities for the learning of both the language and language processing skills at the same time. Besides teaching bottom-up skills, teachers should encourage students to exploit their background knowledge and provide practice in how to anticipate, infer, draw conclusions and recognize information structures.3) Teachers should teach for transfer of listening text-processing skills to reading skills in EFL classroom.4) In the course of skill training, teachers should take into account the varied needs of the students with different listening abilities. The training should be aimed at providing help to the great majority while not be boring for the more advanced students and not discouraging those who have limited proficiency either.更多还原