（课程与教学论专业论文）大学英语听力策略培训研究.pdf

学校代码：10346 学科、专业代码：040102 研究生学号：y20060264 题目： 大学英语听力策略培训研究 a study on the listening strategy training for non-english majors 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ： 委员（姓名、职称） ： 学位授予单位： 杭州师范大学 论文答辩日期： 2009 年 6 月 10 日 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行 的研究工作及取得的研究成果。尽我所知，除了文中特别以 标注和致谢的地方外，论文中不包括其他人已经发表或撰写 过的研究成果。对本研究做过贡献的老师和同学均己在论文 中作了明确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的 规定，即：学校有权保留送交论文的复印件，允许论文被查 阅和借阅;学校可以公布论文的全部或部分内容，可以采用 影印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： a study on the listening strategy training for non-english majors 大学英语听力策略培训研究 ye liying supervisor professor zhong shouman a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 2009 杭州师范大学硕士学位论文 大学英语听力策略培训研究 i 摘要摘要 听力理解在日常交际和二语习得中发挥着重要作用，新颁布的大学英语课 程教学要求 （2007 修订稿）强调了当前形势下培养大学生英语听力能力的重要 性。迄今为止，人们就听力理解这一问题展开过不少研究，但涉及听力策略培训 效果的研究却非常少，尤其对策略培训效果的性别对比研究成果似乎是空白。基 于上述原因， 笔者查阅了听力理解学习策略听力策略以及策略培训的相关理 论和研究成果，通过听力策略培训的实验研究，检测大学英语听力策略培训的有 效性， 即它能否促进学习者的策略使用和提高学习者听力水平，并探讨策略的培 训效果方面是否存在性别差异。研究主要针对以下四个问题： （1）当前非英语专业大学生听力策略使用情况如何？ （2）大学英语听力策略培训能否提高学习者的策略使用水平？ （3）大学英语听力策略培训能否提高学习者的听力水平？ （4）在策略培训的效果方面是否存在性别差异？ 四个问题主要基于两个假设： （1）大学英语听力策略培训能够提高学习者听力策略使用水平。 （2）大学英语听力策略培训能够提高学习者的听力水平。 本项实验采用三项调查工具，包括“大学英语听力策略问卷”“大学英语 听力学习访谈”和“大学英语听力水平测试” 。来自非英语专业二年级两个班的 68 名同学参加了该实验，一个班作为实验组（男生 14 人，女生 20 人） ，另一个 班是对照组, 实验组接受为期十四周的融入了策略培训的听力教学， 而对照组接 受常规教学。在对两个组进行了前后测试之后，笔者使 excel 2000 和 spss 15.0 等软件对所有的相关数据进行了收集和分析。 实验的结果表明，对照组和实验组在后测中的平均数值有显著差异，这验证 了之前的实验假设。由此，笔者得出如下结论： （1）大学英语听力策略培训能够提高学习者的听力策略使用水平。 （2）大学英语听力策略培训能够提高学习者的听力水平。 （3）在大学英语听力策略培训的效果方面存在性别差异，女性学习者似乎 比男性学习者在培训中收效更大。 杭州师范大学硕士学位论文 大学英语听力策略培训研究 ii 本文最后提出四点建议：（1） 将切实可行的策略培训融入大学英语听力教学； （2）所有的老师都应明确自身角色，力求成为合格的策略培训者； （3）为确保 学习水平的提高，应努力促进学习者学习自主。 （4）应将影响听力水平的个体因 素诸如学习风格和就业方向等纳入考虑范围， 这有助于将最有效的策略用于策略 培训，使得培训更加趋于合理。 关键词：关键词：听力理解；听力策略；策略培训；有效性 杭州师范大学硕士学位论文 大学英语听力策略培训研究 iii abstract listening comprehension plays an important role both in daily communication and in second language acquisition and learning. our newly issued document college english curriculum requirements(the revised draft, 2007) highlights the cultivation of college students listening comprehension abilities under current situations. so far many studies have been made by the previous researchers on listening comprehension. nevertheless, the number of those studies on the effectiveness of listening strategy training is relatively small, especially those of the studies involving the gender difference of the effectiveness could hardly be found. based on the facts mentioned above, the author first presents a literature review of related theories and the achievements of previous researches concerning listening comprehension, learning strategy, listening strategy and listening strategy training, then conducts an empirical study of listening strategy training for non-english majors to test the effectiveness of strategies-based listening instruction, i.e. whether or not listening strategy training can enhance efl learners listening performance as well as their listening strategy use. the study also attempts to find out if there is any gender difference of the effectiveness of listening strategy training. four research questions are put forward as follows: (1)what is the current use of listening strategies of non-english majors like? (2)will listening strategy training promote students listening strategy use? (3)will listening strategy training enhance students listening proficiency? (4)is there any significant gender difference of the effectiveness of listening strategy training? the research questions are based on two hypothesis: (1) learners listening strategy use could be enhanced after training. (2) listening strategy training could improve learners listening proficiency. three instruments are adopted in the study, including listening strategy questionnaire, interview of listening strategy training, and english listening proficiency tests. the subjects are composed of 68 sophomores majoring in medicine from two natural classes in hangzhou normal university, who are divided into two groups, i.e. experimental 杭州师范大学硕士学位论文 大学英语听力策略培训研究 iv group and control group. the experimental group (shortened as eg，consisting of 14 male students and 20 female students) receive listening strategy instruction for 14 weeks while the comparison group (shortened as cg) receive only the routine english listening instruction. after the pre- and post tests, related data are collected and analyzed with the application of the software excel 2000 and spss 15.0, etc. the results of the present study show that the difference between the means of the control group and the experimental group in the post-tests is statistically significant, which confirms research hypotheses. consequently, the author comes to the following conclusion: (1) listening strategy training can promote students listening strategy use. (2) listening strategy training can enhance students listening proficiency. (3) there is significant gender difference of the effectiveness of listening strategy training, and female students might benefit more from strategy training than male students. finally some recommendations on instruction reform and further studies are put forward: (1) its better to incorporate the feasible and practical strategy training into listening instruction of college english. (2) all the strategy trainers (i.e. the teachers) should be clear about their roles to be qualified for the strategy training. (3) all the learners should be encouraged to develop learning autonomy to guarantee the improvement of their language proficiency. (4) further studies should take personal factors affecting listening comprehension into consideration such as learning styles or career orientation, which can help researchers identify the most effective strategies for strategy training to make the training more reasonable. key words: listening comprehension ；listening strategy； strategy training； effectiveness 杭州师范大学硕士学位论文 大学英语听力策略培训研究 v contents abstract in chinese.i abstract in english.iii chapter one introduction1 1.1 background1 1.2 a general description of the research.2 1.2.1 the objective.2 1.2.2 the methodology3 1.2.3 the procedure.3 1.2.4 the significance.4 1.3 the organization5 chapter two literature review.7 2.1 language learning strategies.7 2.1.1 defining learning strategies7 2.1.2 classicifications of learning strategies9 2.1.3 listening strategies13 2.2 listening comprehension.17 2.2.1 the nature of listening.17 2.2.2 the modes of listening.18 2.2.3 the process of listening.22 2.3 listening strategy training24 2.3.1 strategy training.24 2.3.1.1 the goal of strategy training.24 2.3.1.2 the models of strategy training.25 2.3.1.3 teachers role in strategy training.27 2.3.2 researches of listening strategy training. 28 chapter three the empirical study.32 3.1 research questions and hypotheses.32 3.2 subjects32 杭州师范大学硕士学位论文 大学英语听力策略培训研究 vi 3.3 instruments.32 3.4 procedures.34 3.4.1 pre-tests.34 3.4.1.1 completing the listening strategy questionnaire (pre-course).34 3.4.1.2 interviewing (pre-course)35 3.4.1.3 taking the english listening proficiency test (pre-course).35 3.4.2 strategy training in listening.35 3.4.3 post-tests.40 3.4.3.1 completing the listening strategy questionnaire (post-course)40 3.4.3.2 taking the english listening proficiency test (post-course).40 3.4.3.3 interviewing (post-course).40 chapter four data-collection and analysis.42 4.1 quantitative analysis.42 4.1.1 statistics of the listening strategy questionnaires.42 4.1.2 statistics of the listening proficiency tests.47 4.2 qualitative analysis50 chapter five conclusion.52 5.1 major findings52 5.1 implications54 5.2 limitations.57 5.3 recommendations.58 references.59 appendices.66 papers published during ma study.78 acknowledgements79 杭州师范大学硕士学位论文 大学英语听力策略培训研究 - 1 - chapter one introduction 1.1 background listening is of great importance both in daily communication and in second language acquisition and learning. firstly, listening is always regarded as the basis of language communication. speaking is the beginning of the communication and is regarded as the production of language while listening is the comprehension of the produced language. without speaking, the communication cannot begin, but without listening, speaking is meaningless, because the communication cannot be maintained. (rivers, 1966) according to one research in america, to one normal awaken man, about 70% of his time is used to various forms of communication, among which 11% is used to write, 15%is used to read, 32% is used to speak and at least 42% is used to listen. (cooper, 1988) secondly, listening is an indispensable part of the four basic skills of english language. students have to learn to listen before they learn to speak english. vandergrift claims, it is now generally recognized that listening comprehension plays a key role in facilitating language learning. (vandergrift, 1999:168) however, despite its great significance, the listening instruction and students listening proficiency is still far from satisfactory, especially for those non-english majors in china. listening is the cinderella skill in second language learning. (david nunan, 2001) the situation is not changed yet to a great extent. many teachers complain that it is too difficult to improve students listening performance and most learners seem to be frustrated and passive with their learning. how does it come about? which factors may contribute to the current situation? is it because of the time limitation of english listening class? is it due to students lack of interest and confidence? is it attributed to students lack of listening strategies? actually researchers have been seeking the reasons, trying to find out the most appropriate and feasible approaches of listening instruction. the study of language learning strategies began in the 1970s and has been increasingly popular in recent years. so far many empirical studies have been carried out concerning listening strategy and listening strategy training. omalley, chamot, 杭州师范大学硕士学位论文 大学英语听力策略培训研究 - 2 - and kupper have carried out studies on the effectiveness of learners using a variety of strategies in their quest for language competence. they found, in 1989, that second language learners developed effective listening skills through the use of monitoring, elaboration, and inferencing (brown, 1994:115). many domestic researchers have also conducted empirical studies on the relationship between listening strategy application and the test results. they tend to believe that the application of the listening strategies can have a positive effect on the listening comprehension, such as: jiang zukang (1994), liu shaolong (1996), wang yu (2000), zhou qijia (2000). based on the results of previous researches, it is necessary to add listening strategies and techniques teaching and training to college listening course. however, compared with the investigations on learning strategies employed in reading and speaking, the number of studies in listening comprehension is relatively small, and the research for listening strategies is even more limited. (rubin, 1994:78) besides, little attention has been paid on the effect of the training program and the process as well as the model of the training. language learning strategy training has emerged in few colleges or universities. but mostly it is in the form of lectures or short period of focused training. we could seldom find the practice to integrate strategy training into foreign language teaching and not to say those researches concerning the effectiveness of strategy training. therefore, the present study attempts to integrate listening strategy training into listening instruction to further verify its effectiveness and try to find out if there is significant gender difference of the effectiveness of listening strategy training. 1.2 a general description of the research 1.2.1 the objective generally speaking, the present study is undertaken to investigate the current situation of listening strategy use by chinese college non-english majors and intends to verify the effectiveness of listening strategy training and try to find out some gender difference of the effectiveness of listening strategy training as well. (it has several specific objectives: the first objective is to present a general picture of 杭州师范大学硕士学位论文 大学英语听力策略培训研究 - 3 - listening strategy use by chinese college non-english majors; the second objective is to examine whether listening strategy training could promote students listening strategy use; the third objective is to verify whether listening strategy training integrated into listening instruction could improve students listening proficiency; the final one is to find out if listeners gender can influence the effectiveness of listening strategy training. based on the objectives of the designed study, the research questions to be addressed are the following: (1) what is the current use of listening strategies of non-english majors like? (2) will listening strategy training promote students listening strategy use? (3) will listening strategy training improve students listening proficiency? (4) is there any significant gender difference of the effectiveness of listening strategy training? 1.2.2 the methodology the present study is a tentative empirical one, so it adopted questionnaires, interview, and scores of english listening performance as data collection techniques, with the application of the software excel 2000 and spss 15.0, etc. the subjects are 68 sophomores from two natural classes of two non-english majors in hangzhou normal university, 36 of whom are female and 32 are male. 34 of them comprise the experimental group (shortened as eg，consisting of 14 male students and 20 female students) and are exposed to the listening instruction integrated with strategy training. another class of 34 students serve as a comparison group (shortened as cg), and receive only the routine english listening instruction. 1.2.3 the procedure procedures of the present study are briefly discussed in the following three aspects: pre-tests, training, and post-tests, which are introduced and explained in detail in chapter 3. the pre-test includes completing the listening strategy questionnaire (pre-course) and taking the english listening proficiency test 杭州师范大学硕士学位论文 大学英语听力策略培训研究 - 4 - (pre-course). to better understand the current situation of non-english majors listening strategy use, a pre-interview is also conducted. the subjects from the eg are exposed to the listening instruction integrated with strategy training for the whole semester, which is the very important factor in the present research, so it is emphasized in details in section 3.4.2. and the post-test includes completing the listening strategy questionnaire (post-course), taking the english listening proficiency test (post-course), and an interview afterwards. 1.2.4 the significance one of the main objectives of foreign language teaching is to cultivate students communicative competence. and listening comprehension competence is further emphasized under the current situation. college english curriculum requirements, promulgated by the ministry of education in january of 2004 and revised in 2007 says: the objective of college english teaching is to cultivate students integrated application competence, listening and speaking comprehension competence in particular, and to make them carry on oral and written interchange effectively in english in their following work and social communication, meanwhile, to strengthen their autonomous learning ability and improve their comprehensive artistic appreciation, in order to meet the economic development of our country and need of international communication (translated by the author). obviously this newly issued document caters for the tendency of the development of the society. it attaches the importance to listening comprehension in communication. the study of language learning strategy has begun since the 1970s and is becoming increasingly popular. many famous scholars and exp