【作者】 陈欣；

【导师】 戈玲玲；

【作者基本信息】 南华大学 ， 外国语言学及应用语言学， 2011， 硕士

【摘要】 听力作为一种接受型技能在二语习得及外语教学中占有十分重要的地位。研究表明听力理解一个复杂的认知心理过程,受到学习者内外各种因素的影响。其中,听力风格是关乎听力理解水平高低的重要因子。然而,目前对英语专业学生听力风格现状并不清楚,各种听力风格在不同类型的听力任务中的利弊也尚未知晓。理论分析表明,听力风格的发展极有可能受到听力策略水平的制约,然而,就此开展的实证研究相对欠缺。基于此,本研究旨在探讨学习者的听力风格及听力策略培训对优化听力风格的实效性。本研究围绕以下问题展开:1)学习者在听力理解过程中听力风格呈现出怎样的分布?2)不同听力风格学生在进行不同类型的听力活动时表现是否存在显著性差异?3)听力策略培训是否有助于优化听力风格与提升听力理解能力?本研究以南华大学外国语学院英语专业大二年级四个自然班合计109名学生为调查对象,随机抽取其中两个班56名学生为实验组,另外两个班53名学生为参照组。对实验组的学生进行历时一个学期的融入教材的听力策略培训,参照组的教学则按传统模式进行。实验前后,所有学生均进行听力水平的前测与后测以及通过自我报告方式进行听力风格的前测与后测。通过前测可以了解自然状态下听力风格的布局以及听力风格对听力理解能力的影响,而通过比较实验组与参照组的后测结果,可以研究策略培训对听力风格的优化与听力理解的提高的效果。研究表明:分析型风格最为普遍,整体型风格次之,少数学生具有综合型风格;综合型风格学生听力水平明显高于其他两种风格的学生,而分析型风格与整体型风格则各有优劣:前者在客观题(选择题)的表现优于后者,而后者则在短文听写能力上体现优势;听力策略培训对听力风格的优化效果显著,实验组中其他两种风格的学习者呈现向综合型风格发展的趋势,听力风格的优化也进一步促进了学生听力理解水平的提高。因此,在听力教学中,教师应指导学生明确自己的听力风格,意识到整体型和分析型听力风格的不足。同时实施听力策略培训,促进学习者优化听力风格,向综合型风格发展。更多还原

【Abstract】 Listening, as a receptive skill, plays a significant role in second language acquisition and foreign language teaching/learning. Previous studies on listening comprehension indicate that listening comprehension is a complicated cognitive and psychological process under the influence of various internal and external factors. Among them, listening style is a vital factor to influence listening comprehension proficiency. However, currently it remains unknown what styles English majors adopt and what merits and defects different styles carry in different types of listening tasks. Theoretical analysis reveals that the development of listening styles is very likely to be influenced by listening strategies. However, there are no empirical studies on the relationship between the two constructs. Therefore, present research aims to investigate listening styles and the effect of listening strategy training on the optimization of listening styles.The present study poses the following research questions: 1) what types of listening styles do English majors adopt in listening? 2) Are there statistically significant differences between students of different listening styles when they perform different types of listening tasks? 3) Is listening strategy training effective for optimizing listening styles and improving listening proficiency?The present study takes 109 English major sophomores from 4 classes in School of Foreign Languages, University of South China, as the subjects. Randomly 56 students from 2 classes form experimental group while 53 students from the other 2 classes are the control group. Experimental group is given one-semester listening strategy training integrated into listening tasks, while control group is instructed in traditional model. Before and after the implementation of listening strategy training, all the subjects are administered pre-test and post test of listening proficiency and pre-test and post-test of listening styles in the form of self-reports. The analysis of pre-tests would unveil the proportions of different styles among the students and also reveal the influence of listening styles on listening comprehension proficiency. Through comparing the results of post-tests between experimental group and control group, what turns out to be clear is the effect of listening strategy training on optimizing listening styles and improving listening comprehension.It is indicated that analytic style is the most prevalent style, while global the second and synthetic the fewest. Synthetic listeners have a statistically significant higher level of listening proficiency than the other two. Analytic listeners and global listeners each have their own strengths and weaknesses, for the former is superior to the latter when performing the objective sections in the form of multiple choices, but when performing the subjective section in the form of passage dictation, vice versa. Listening strategy training is remarkably effective to optimize listening styles, for it can be seen that in the experimental group analytic listeners and global listeners are inclined to achieve the transformation into synthetic style. The optimization of listening styles further enables students to improve their listening skills, which is reflected in the fact that experimental group performs considerably better than control group in post-test of listening proficiency. Therefore, in the teaching of listening course, teachers should orient students to identify their own listening styles and let them be aware of the defects of global style and analytic style. Meanwhile teachers are recommended to implement listening strategy training among students, and help them optimize listening styles and cultivate an ideal style, i.e. synthetic style.更多还原