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听力策略与中学英语听力教学
时间:2012-01-31 浏览次数:1169次 无忧论文网
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【中文题名】 听力策略与中学英语听力教学 【英文题名】 Studies on Listening Strategies and Teaching of Listening in Middle School ESL Classrooms 【中文摘要】 听力理解在外语/二语习得的四个基本技能中占有重要地位,人们越来越重视听力的教学方法,探讨如何提高学生的听力水平。 目前,中学英语听力课并不让人满意,还存在着一些问题。王宗炎先生曾说:“教听力课时老师只管放录音,对学生不给半点提示点拨,也并非罕有现象,”在听力过程中,学生是被动的接受者,听完一两遍后老师就对对答案,然后让学生一句句地重复听。而事实上,听力是积极主动的过程。 针对以上问题,本文就听力策略来指导听力教学为研究课题。 本文先回顾与听力教学有关的因素,如听力语言、听力的心理过程及学习者。然后通过中学两 【英文摘要】 Due to the importance of listening comprehension among the four basic foreign/second language acquisition skills, considerable attention has been given to the pedagogic method of improving listeners' proficiency.In China, there exist some problems in English listening class in Middle School. Professor Wang zhongyan said: "In listening class, It is not unusual that teachers just play records without offering any hints". In the listening class, listeners are only viewed as passive receivers without any hin 【中文关键词】 中学英语. 听力策略. 听力教学. 【英文关键词】 English in Middle School. listening strategies. teaching of listening. 【论文级别】 硕士 【学科专业名称】 学科教学 【论文提交日期】 2004-03-01 Introduction 10-13 Ⅰ. Literature Reviews 13-30 1.1: the study on the listening language 13-14 1.1.1: the definition of listening 13-13 1.1.2: listening comprehension 13-15 1.2: the study on the psychological of listening 14-18 1.2.1: Perceptual processing 15-16 1.2.2:Parsing 16-16 1.2.3 Utilization 16-18 1.3: the study on learners 18-30 1.3.1: Learning styles 18-23 1.3.1.1: Definitions of Learning styles 19-20 1.3.1.2: Classifications of Learning styles 20-24 1.3.2: Listening strategies 23-29 1.3.2.1: Definitions of listening strategies 24-27 1.3.2.2: Categories of listening strategies 27-30 1.3.3: Relationship between listening strategies and learning styles 29-30 Ⅱ. Investigation and analysis 30-43 2.1: Research design 30-36 2.1.1: Pre-experience's questionnaire 30-32 2.1.1.1: Subjects 30-30 2.1.1.2: Pre-experience's questionnaire 30-31 2.1.1.3: Method 31-32 2.1.2: Pre-experience's results 32-36 2.1.2.1: Problems related to perception, parsing and utilization 32-33 2.1.2.2: Analysis 33-70 2.1.3: Solution to the difficulties 36-36 2.2: Practicing listening strategies 36-39 2.2.1: Metacognitive strategies 36-37 2.2.2: Cognitive strategies 37-37 2.2.3: Social / affective strategies 37-44 2.3: Post Experiment's questionnaire 39-43 Ⅲ. Application and suggestion 43-53 3.1: Phonetics is one of the important factors in teaching 43-43 3.2:Using listening strategies help students enhance listening ablity 43-46 3.2.1: About strategy training 44-45 3.2.2: Goals of strategy training 45-45 3.2.3: Suggestions for strategy training 45-46 3.3: Developing learner self-awareness of learning style and listening strategy 46-49 3.3.1: Developing learner self-awareness of learning style preferences 46-47 3.3.2: Developing learner self-awareness of listening strategy preferences 47-48 3.3.3: Styles -and Strategies-based instruction 48-70 3.4: Rethinking the role of teacher in the listening course 49-70 Conclusion 53-56 Bibliography 56-61 Appendix 1 61-62 Appendix 2 62-64 Appendix 3 64-67 Appendix 4 67-70 Appendix 5 70-74
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