缓解英语听力焦虑的有效途径——英语听力策略培训

摘要

作为一项基本的语言习得途经和重要的语言技能，听力理解曾被一些从事外语教学与研究人员，从不同的角度进行过研究。其中听力焦虑和听力策略培训已经引起国内外学者的广泛关注并且取得了丰硕的成果，但是将策略培训融入到外语教学当中去的，还比较少见，研究策略培训效果的几乎没有。本研究旨在通过实证的方式探讨听力策略培训对听力焦虑水平及听力水平的影响。
　　 本文首先回顾了听力焦虑和听力策略培训的相关理论，从理论角度证明了本研究的可行性。
　　 其次笔者做了一项实证研究来验证听力策略培训对缓解听力焦虑水平，提高听力水平的有效性。
　　 本试验中的受试者共有115人，都是来自淮阴师范学院中文和法学专业的大二学生。其中，中文55名学生在试验组，法学60名学生在控制组。
　　 作者通过测试、观察、问卷调查及个别访谈等形式了解到被试学生的听力焦虑水平，听力水平以及听力策略使用情况。为了探讨听力策略训练对听力焦虑以及听力水平的影响，实验前后需要进行两次测试进行成绩对比，而确保两次测试试卷的难度至关重要。为此，作者选择了可信度比较高的全国大学英语四级考试中的听力部分。此外，为了探讨学生的听力焦虑水平及听力策略运用情况，作者运用了几份问卷。随后，作者对实验组的学生进行了为期十五周的听力学习策略培训，与此同时，对控制组则进行传统的教学方法。作者详细介绍了如何实施策略培训的过程。最后，实验后的听力测试及听力焦虑问卷调查的结果显示：实验组学生的听力成绩明显高于控制组，听力焦虑水平低于控制组。这一结果验证了听力策略培训对缓解听力焦虑，提高听力水平的有效性。
　　 本次研究从理论和实证两方面说明听力策略培训对缓解听力焦虑，提高学生的听力水平的有效性。就教学而言，本研究对如何将策略培训运用到听力教学中，帮助学生降低听力焦虑，提高听力成绩具有一定的启发性。

目录

文摘

英文文摘

Acknowlledgements

List of Tables

Chapter One Introduction

1.1 General Statement

1.2 Aim of this Research

1.3 Layout of the Thesis

Chapter Two Literature Review and Theoretical Basis

2.1 Research on Listening Comprehension

2.1.1 Definition of Listening Comprehension

2.1.2 Characteristics of Listening Comprehension

2.2 Research on Foreign Language Listening Anxiety at Home and Abroad

2.2.1 Sources of Foreign Listening Anxiety

2.2.2 Coping with Foreign Language Listening Anxiety

2.3 Learning strategies

2.4 Research on Listening Strategies

2.4.1 Investigations into Listening Strategies

2.4.2 Previous Relevant Researches on Listening Anxiety and Listening Strategies at home and abroad

2.5 Theoretical Basis

2.5.1 Krashen's Affective Filter Hypothesis

2.5.2 The Input Hypothesis

2.5.3 Classifications of Learning Strategies

Chapter Three Research Methodology

3.1 Research Questions

3.2 Research Subjects

3.3 Research Instruments

3.3.1 Background Information Questionnaire(Questionnaire Ⅰ)

3.3.2 Foreign Language Listening Anxiety Questionnaire(Questionnaire Ⅱ)

3.3.3 Listening Strategy Use Questionnaire(Questionnaire Ⅲ)

3.3.4 Interview

3.3.5 Examinations(Pre-test and Post-test)

3.4 Research Procedure

Chapter Four Data Analysis and Discussion

4.1 Reliability of the Questionnaires and Tests

4.2 Descriptive Analyses

4.2.1 Comparison between two Groups' English Proficiency in the Pre-test and Post-test

4.2.2 Comparison between two Groups' Listening Anxiety Level before and after Listening Strategy Training

4.2.3 Comparison between two Groups' Listening Strategy Use before and after Listening Strategy Training

4.3 Relationship analysis

4.3.1 Relationship between Listening Anxiety and Listening Proficiency

4.3.2 Relationship between Listening Anxiety and Frequency of Listening Strategy Use

4.3.3 Relationship between Listening Strategy Use and Listening Proficiency

4.4 Subjects' Responses in the Interviews

4.4.1 Symptoms of Listening Anxiety

4.4.2 Students' Reported Sources of Listening Anxiety

4.5 Discussion

4.5.1 Main Sources of Listening Anxiety

4.5.2 The Effectiveness of Listening Strategy Training

Chapter Five Conclusion

5.1 Summary of Major Findings of This Research

5.2 Implications of the Study

5.3 Limitations and Suggestions for Further Research

References

Appendix Ⅰ

Appendix Ⅱ

Appendix Ⅲ