大学英语听说教程《大学体验英语听说教程》(1-2册)构建构建项目.doc

大学英语听说教程论文：对大学英语听说教程构建的研究【中文摘要】当前大学英语教学现状表明大多数学生在听说方面比较薄弱,如何提高学生的听说水平一直是广大教育工作者努力解决的问题。大学英语听说教程,作为课程实施的基本组成部分,在完成教学内容和实现教学目标上发挥着重要作用。认知语言学的图式理论与二语习得的输入理论对听说教学有着重要的指导作用。本文从认知语言学图式的角度,结合输入理论,以大学英语课程教学要求为标准,采用定性分析和定量分析的方法,对大学体验英语听说教程(1-2册)的构建项目进行研究,其主要研究过程如下:一方面,本文从分析教材出发,通过观察和测听大学体验英语听说教程(1-2册)的内容,收集了关于教材的构建项目,如词汇、语速、话题等的数据,并采用定量分析的方法,检验这些项目是否符合大学英语课程教学要求所提出的标准。另一方面,以认知语言学的图示理论为视角,结合定量分析的结果,本文对该听说教程的词汇、语速、话题、预听部分、插图、语音以及该教程与大学体验英语综合教程(1-2册)的相关度等进行定性分析,讨论该教程的构建项目值得肯定和有待完善的方面,并探讨其对大学英语听说教程的构建的启发。研究结果发现,大学体验英语听说教程是以认知语.【英文摘要】The current situation of college English teaching and learning manifests that a majority of students are weak in listening and speaking. How to improve studentslistening and speaking ability has always been a conundrum to the educators. College English Listening and Speaking Textbooks (CELS), as an essential component in the implementation of English curriculum, play a crucial role in accomplishing teaching objectives. Since schema theory in cognitive linguistics and input theory of Second Language Acquisi.【关键词】大学英语听说教程 大学体验英语听说教程(1-2册) 构建 构建项目【英文关键词】College English Listening and Speaking Textbook Experiencing English Listening and Speaking (volume 1-2) construction construction elements【索购全文】联系Q1：138113721 Q2：139938848【目录】对大学英语听说教程构建的研究摘要5-7Abstract7-8Abbreviations12-13List of Tables13-14List of Figures14-15Chapter 1 Introduction15-201.1 The background of the research15-161.2 The expected research objectives16-171.3 Significance of the study17-181.4 The innovation of the thesis18-191.5 An overview of the present study19-20Chapter 2 Literature Review20-342.1 Listening and speaking and their roles in English teaching and learning20-232.1.1 The description of listening20-212.1.2 The description of speaking21-222.1.3 The relation of English listening and speaking and their importance22-232.2 Definitions of materials and roles of materials in English teaching and learning23-242.2.1 Definitions of materials23-242.2.2 The roles of materials in English teaching and learning242.3 Evaluation criteria of textbooks24-332.3.1 The evaluation criteria abroad25-272.3.2 Materials evaluation criteria in China27-292.3.3 Requirements standards of CECR29-302.3.4 Relevant researches on college English listening and speaking textbook in China30-322.3.5 The checklist and criteria for the present study32-332.4 Summary33-34Chapter 3 Methodology and Research Design34-473.1 Research questions343.2 Research subjects34-393.3 Research design39-423.3.1 Research method39-403.3.2 Instruments403.3.3 Research procedures40-423.4 Theoretical foundation of the current study42-463.4.1 Schema theory43-453.4.2 Input theory45-463.5 Summary46-47Chapter 4 Data Presentation and Discussion47-814.1 Data analysis of construction elements of EELS47-614.1.1 Analysis of vocabulary47-524.1.2 Analysis of audio speed52-604.1.3 Analysis of subjects60-614.2 Discussion on construction elements of EELS61-724.2.1 Discussion on vocabulary61-634.2.2 Discussion on audio speed63-654.2.3 Discussion on subjects654.2.4 Discussion on the voices of listening material in EELS65-664.2.5 Discussion on the correlation between EELS and EEI66-684.2.6 Discussion on Warm Up task68-704.2.7 Discussion on exercises of EELS70-714.2.8 Discussion on pictures in EELS71-724.3 Suggestions on compiling listening and speaking textbooks72-804.3.1 Suggestions on construction elements of English listening and speaking textbooks73-764.3.2 Suggestions on compiling CELS from the perspective of76-774.3.3 Suggestion on compiling CELS from the perspective of input77-784.3.4 Suggestion on compiling CELS from the perspective of individualized learning78-794.3.5 Suggestion on compiling CELS from the perspective of experiencing79-804.4 Summary80-81Chapter 5 Conclusion81-855.1 Summary of the major findings81-825.2