（英语语言文学专业论文）大学英语自主学习环境下三维一体的听力教学模式的构建.pdf

iv 内 容 摘 要 本文通过三个阶段的对比试验， 从三个方面研究了影响非英语专业一年级学生听力理解的要素，并在此基础上建立了三维一体的听力教学模式。实验选取了三峡大学部分一年级学生作为实验对象，旨在了解以下四个方面的问题:（1）听力策略培训教学是否有利于听力能力的提高? （2） 自主学习能力的提高是否会对听力产生正面影响?（3）多媒体和网络辅助英语教学是否在对激发和保持学生对听力的兴趣，并保持听力课堂的活跃性方面是一较好的教学方法? （4）三维一体的听力教学模式对非英语专业的一年级学生来说是否是一成功的教学模式?研究通过访谈，问卷调查, 听力测试，对比实验等方法，对实验的结果进行了验证，最终形成了三维一体的听力教学模式，并对该模式进行了全面地介绍，最后通过问卷调查和测试检查了该模式的教学效果。 本研究得出以下结论： 1 在所有影响非英语专业一年级学习者听力理解的因素中，老师，学生，和教学环境起着同等重要的作用。教师好像一盏指航灯，他的作用无法替代；由于实际听力教学中的时间限制，学生的自主学习也是必不可少的；另外，现代化的多媒体系统和网络的使用弥补了传统的教学思路，教学材料的不足，使学生对听力学习产生了极大的兴趣。 2 实验证明，听力策略培训是最基础的一步。元认知，认知和社会，情感策略应该兼教，听力策略的使用确实提高了学生的听力理解能力。不过实验也证实，所有的策略应该给与同等重视，但实际并非如此。原因之一是老师的教学失误，二是有限的教学时间。 3 由于教学时间相对较少，教学计划相对繁重，所以学生的自主学习是必不可少的。 自主学习确实解决了现实中的许多问题， 但试验显示自主学习状况并不令人满意。重要原因便是学习者的自我控制能力太差。 4 高科技的多媒体和网络教学系统在整个的教学中作用非常重要。多媒体和网络的利用使学习者的眼，耳，手同时工作起来，在整个学习中部处于兴奋状态。但是仍有一小部分学生对这一方法产生怀疑， 主要是他们在处理多媒体中遇到一些麻烦引起的。 5 在对教学法的研究中，对于听力教学的研究必须是在三维一体的系统内进行，应该把教师(策略培训)， 学生(自主学习)和教学环境(多媒体和网络辅助教学)三个教学要素有机的结合起来。用系统论解释：如果只研究教学系统中某个因素，或者虽多个因素，却没有把它们有机的结合起来，外语教学这个系统就无法建立，整个系统功能 v 就无法发挥出来。 所以，在整个的教学中，教师应教授学生学习策略并鼓励学生培养适合自身的听力策略：并且培养学生的自主学习能力，增强自我监控。充分利用现有的教学环境和条件，激发和保持学生对听力的兴趣。在此基础上，本研究建立了三维一体的非英语专业的听力教学模式，最大程度上发挥各个教学要素的作用。这个模式不仅注意提高学生的听力水平，同时也不忽视其他技能的培养，从而最终实现全面教学的目的。 关键词：三维一体关键词：三维一体 听力教学模式听力教学模式 听力策略培训听力策略培训 自主学习自主学习 教学环境教学环境 vi abstract this study was carried out under the context of college english teaching reform, when listening ability has been paid more and more attention to. in this paper, the author is dedicated to find ways to solve the problems hindering college freshmens listening learning. according to the author, three factors affect college freshmens listening learning, namely teachers, students and listening teaching/learning environment. based on linguistic theories and the authors thinking, teachers listening strategy training, students self-access listening learning and multi-media & network based listening teaching/learning environment contribute to students listening proficiency. the author carried out three stage experiments between a control group and an experimental group. after comparative analysis, the author presents the following major findings: 1. all the factors concerning listening comprehension, namely, teachers, students, and teaching environment, have the same important influence on the freshmen in the universities in china. teachers guidance as a beacon is necessary. students should not only depend on teachers as before, they should employ their sufficient spare time to complement their rare class time, which is the role of self-access listening learning. and last is teaching environment and conditions, which is the bridge connecting teachers with students, and also continuously motivating and keeping students interest. 2. the survey and the experiment have demonstrated that listening strategy instruction is the basic step in the whole process, involving the teaching of meta-cognitive, cognitive and social/affective strategies. the teaching of strategies could guide students to learn well, help students understand materials better and more completely, and improve learning proficiency. the training of strategies really improves students listening comprehension and three strategies can be taught together in the three-dimensional framework. the experiment also indicated that all the strategies should be taught with the same emphasis. 3. the experiment showed us that self-access listening learning is indispensable in the listening comprehension development. for all the non-english freshmen, there are only two periods every week for them to have listening and speaking classes, and the task of pedagogical schedule is very heavy. so the facilitation of self-access listening learning is necessary. teachers give them proper strategies about how-to-learn, about planning their learning and about evaluation of the result. the practice of such kind of learning way really vii solves students problems of time shortage, heavy task and privacy, and promotes the improvement of listening comprehension. but from the experiment we also find that the effect of self-access listening learning is not very satisfactory. the reason, the author thought, is that learners lack of self-monitor. the monitoring means in this experiment are mainly from students themselves and the teacher: the inertia from the students and the loosing supervision from the teacher. 4. in the analysis of teaching environment, the high technological equipment plays an important role in the class design. the aesthetic teaching case is welcomed most. traditional listening class mainly depended on recorders-playing and correcting answers. even with multi-media system, teachers usually operated the recorder function, with the result of busy ears. compared with the traditional ways, in the study in the aesthetic classes, ears, eyes and hands are all involved in learning. so students keep on excitation in the two hours. furthermore, the learning content is not stereotyped and boring as they are often attractive stories, which motivate the students interest. 5. in the study of teaching methods, if only one factor of the teaching system is emphasized, or if all the factors are involved but fail to be connected with each other in a three-dimensional way, no system in foreign language teaching could be established and the function of the whole system which is bigger than that of the addition of all factors could not be fully developed either. therefore, the study on the teaching of listening must be based on the multi-dimensional system, connecting and considering the interaction among the three main factors: teacher involved in strategy instruction, students concerning self-access listening learning and teaching environment and conditions which produced an aesthetic instruction. key words: listening comprehension listening strategy training self-access learning multimedia and network based teaching/learning environment iii 三峡大学学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究工作所取得的成果，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。 对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明，本人完全意识到本声明的法律后果由本人承担。 学位论文作者签名： 日 期： 1chapter 1 introduction to the new-round national college english teaching reform this chapter aims to introduce the background of the thesis, that is, the introduction to the new-round national college english teaching reform. firstly, the author will describe the main content of the new “college english curriculum requirements”; then the necessity of this reform will be analyzed; furthermore, the author will present the theoretical bases of this reform; and finally problems in the current reform will be analyzed. 1.1 the main content of the new “college english curriculum requirements” in december 2003, china ministry of education formally initiated the project of the “college english teaching reform”. one of the most important parts of this project was to reform the “college english teaching syllabus 1999” and enact “new college english curriculum requirements” in january 2004. in the new curriculum, the objectives of college english teaching are defined as follows: to cultivate students integrated ability in the application of english, especially ability in listening and speaking, so that students can communicate effectively both in spoken and written english in their working or social life in the future; meanwhile, students ability in self-access learning and cross-cultural communication is also emphasized (china ministry of education, 2004). the main content of this new-round college english teaching reform lies in four aspects: to reform the traditional teaching model, to build scientific teaching management system, to improve teaching evaluation system and to enrich the content and variety of english textbooks. first, to reform the traditional teaching model, it is necessary to use the information and technological measures like media and networks (庄智象, 2004). in the traditional teaching activities, the information given to the students was not enough at all; the teaching methods were single and tedious; students interest in learning was not fully aroused; and the teaching efficiency was very low. with new technology being gradually applied to the education field, computer-assisted english teaching has become one of the most important teaching models of this new-round reform. with this new teaching model, teacher-centered teaching methodology will be replaced, and students independent thinking and learning 2ability will be fostered. one point should be emphasized here that we should take a proper attitude towards the relationship among teaching technology, teachers and students. there is no doubt that this new teaching model will be helpful to improve the foreign language teaching level. the multi-media technology, computer-assisted courseware and network application has brought revolutionary change to english teaching. however, these new teaching technologies will never take the place of the teachers. so, it is better to combine the two, that is, to retain the reasonable parts in traditional teaching model while bringing in new technology. second, to build scientific teaching management system, it is required to arrange a pre-test to define the students english level when they enter the university. “curriculum requirements” divides the college english teaching into three levels: the ordinary level, high level and higher level. the big concern is that students enter the university with different english learning backgrounds. after a pre-test, students will be put into different classes according to their levels. students who gain or pass the required score will go to the first-level class, and those who do not will go to the preparatory learning classes. third, to improve teaching evaluation system, college english test band 4 and band 6 should be reformed. we have to admit that cet4 and cet6 have promoted college english teaching since they were first implemented in 1987. but it is not in accord with the nature of teaching for universities nationwide to use one standard test paper only. so, it is permissible for universities to carry out joint examination according to their own situation. they are responsible for reforming the content and form of the examination. the emphases should be laid on the basic skills of english language application. fourth, to enrich the content and variety of english textbooks is a must in the current teaching situation. in the past, there were very few college english textbooks. “college english” edited by fudan university was a representative. at present, the variety of textbooks have gradually increased with enriched content, which can be seen in “21 century college english”, “new college english”, “new horizon college english”, etc. these textbooks are packed with some cds, which are helpful for student to learn autonomously. still, there is a gap between teachers and students satisfaction and current textbook level. the edition of textbooks should fully respect the regulation of linguistics and teaching theories. it should echo the demands of “curriculum requirements”, making the textbooks interesting and practical. meanwhile, good textbooks abroad should also be imported to make sure there are several choices under one outline. also, the editors should 3consider that different majors have different edition. whats more, new education technology should be applied in the textbook edition and network textbook is an advantage to be considered. 1.2 the necessity of national college english teaching reform great achievements have been accomplished since the beginning of college english teaching in china. a large number of talents have been trained. they are not only excellent in their majors but also good at foreign languages. and this, in turn, has facilitated our domestic reform as well as communication with the foreign countries. however, a lot of problems still exist in the current college english teaching. mainly there are five aspects. first, the guiding ideology of teaching places too much emphasis on language competence while neglecting language performance. the old teaching guideline overemphasized reading. “reading be the first” became the guiding ideology. students integrated practical abilities were ignored. english learning was examination-oriented. the result under this guiding ideology is that thousands of chinese people could read in english but could not listen or speak. second, more and more students have been enrolled to university, which leads to the lack of university english teachers both in quality and quantity. according to the statistics, the general rate of english teachers and students in the university is 1 to 130. many undergraduates or postgraduates begin their english teaching career directly after graduation without any training for being teachers. under the pressure of giving classes, many teachers feel tired and the teaching quality cannot be guaranteed. meanwhile, there is seldom any time for teachers to do research, which leads to little progress in their teaching and their scientific study of teaching. meanwhile, the current teaching facilities cannot meet the requirements of students at all. third, the teaching model is still far behind the times. the advanced and modern technologies have not been applied in teaching. many teachers are still using the old teaching model and cultivating the classroom with only chalk and textbook. there is seldom any creativity and reform in the teaching model. fourth, a united and scientific english teaching management system has not been established yet. as the english teaching level varies a lot across the country, students may enter the same university with totally different english backgrounds. in some universities, the difference in score may come up to 60 if 100 is the total score. students with different 4english levels are set in one class according to their majors, and it is very hard for teachers to carry out various activities. meanwhile, students with different majors are taught in the same way with the same textbooks, and it is not good for characteristic teaching at all. fifth, the teaching evaluation system is single. at present, the main criterion to judge students english level is college english test band 4 and band 6. cet has been mainly influenced by toefl, which is to test efl learners english proficiency by american government. it helps but it cannot fully reflect students real english level. many chinese adults have learnt english for more than ten years, and they can pass the required english examinations, but they cannot comprehend well, or open their mouths in front of english speakers. at present, college english teaching reform is a necessity. on the one hand, the national education department has pointed out correct direction for the reform, including the reform ideas and aims by “new college english curriculum requirements”. and computer-based technology has given a solid technological foundation to this reform. on the other hand, all the teachers and students warmly welcome the reform. students realize the importance of english skills and want to be armed with english to improve their quality; and teachers want to reduce their teaching burden and improve teaching efficiency through this reform. 1.3 theoretical basis of new college english curriculum requirements 1.3.1 understand new college english curriculum requirements from second language acquisition perspective american linguist stephen krashen proposed the input hypothesis. he explained input hypothesis simply as: “humans acquire language in only one way-by understanding messages or by receiving comprehensible input” (krashen, 1985). that is to say, language acquisition depends upon trying to comprehend what other people are saying. provided that the learner hears meaningful speech and endeavors to understand it, acquisition will occur. second language acquisition fails to occur when the learner is deprived of meaningful language, say by classroom activities that concentrate merely on the forms of language rather than on meaning, or by a psychological block that prevents useful language from gaining access to the learners mind. the acquirement of language information in the humans mind can come from both 5audio and visual input, that is, from both listening and reading. in the process of humans first language acquisition, audio input proceeds much more early than visual input. before children speak, with the maturity of speech organs, they imitate repeatedly and can gradually understand the adults. they listen, comprehend, react, and then speak. then they learn reading and writing. though a foreign language is not all the same as the learning of the mother language, the success of language learning is connected closely with the language input, and language input is always prior to and much more than language output. as the crucial activity to get input, listening should be emphasized in language learning. from this perspective, we can see the new college english curriculum requirements accords with the linguistic regulations closely and is surely to consider problems from the angle of improving students english level. 1.3.2 understand new college english curriculum requirements from constructivism theory the swiss psycholinguist jean piaget is the father of cognitive constructivism theory. piaget proposes that humans cannot be “given” information, which they immediately understand and use. instead, humans must “construct” their own knowledge. they build their knowledge through experience. experiences enable them to create schemasmental models in their heads. these schemas are changed, enlarged, and made more sophisticated through two complimentary processes: assimilation and accommodation. in the constructivism theory the emphasis is placed on the learner or the student rather than the teacher or the instructor. it is the learner who interacts with objects and events and thereby gains an understanding of