發(fā)布時(shí)間：2025-01-17 17:34

　　聽(tīng)力是語(yǔ)言學(xué)習(xí)的一種重要的輸入方式,與語(yǔ)言學(xué)習(xí)成功與否密切相關(guān)。教育部對(duì)此很重視,在頒布的《大學(xué)英語(yǔ)教學(xué)指南》(2015)中對(duì)大學(xué)生英語(yǔ)聽(tīng)力的應(yīng)用能力提出了較高的要求。此外,英語(yǔ)聽(tīng)力教學(xué)的線上加線下結(jié)合的教學(xué)模式被廣泛應(yīng)用,其便利與好處不言而喻,但也存在著教師監(jiān)管不力,學(xué)生應(yīng)付差事的現(xiàn)象。并且自2015年來(lái),各高校逐步取消四級(jí)考試與學(xué)位證掛鉤,加上CET-4數(shù)據(jù)顯示近幾年來(lái)非英語(yǔ)專(zhuān)業(yè)大學(xué)生的英語(yǔ)聽(tīng)力水平呈下降趨勢(shì)。通過(guò)研究綜述,本研究發(fā)現(xiàn)聽(tīng)力焦慮與聽(tīng)力水平呈現(xiàn)負(fù)相關(guān),比如,陳艷君(2010)發(fā)現(xiàn)學(xué)習(xí)者焦慮越高,他們的聽(tīng)力水平就越低。那么大學(xué)生英語(yǔ)聽(tīng)力水平的下降或許與較高的焦慮相關(guān)。也有研究者,例如:Warr.P&Downing.J(2011),賈小楊(2013),陳小玲(2015),經(jīng)過(guò)實(shí)證研究發(fā)現(xiàn)英語(yǔ)聽(tīng)力學(xué)習(xí)策略教學(xué)能提升聽(tīng)力水平,增加自信,間接地降低焦慮。但針對(duì)當(dāng)下的新情況,新趨勢(shì),本研究認(rèn)為應(yīng)再次探討聽(tīng)力焦慮與聽(tīng)力水平的關(guān)系,并且驗(yàn)證英語(yǔ)聽(tīng)力學(xué)習(xí)策略教學(xué)提升聽(tīng)力水平,降低焦慮的可行性,以期對(duì)目前的大學(xué)英語(yǔ)聽(tīng)力教學(xué)產(chǎn)生啟迪和幫助作用。因此,基于情感過(guò)濾假說(shuō),輸入假說(shuō)和歸因理論...

【文章頁(yè)數(shù)】：128 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Causes of the Topic Selection
    1.3 Purpose of the Research
    1.4 Research Significance
        1.4.1 Theoretical Significance
        1.4.2 Practical Significance
    1.5 Structure of the Research
Chapter 2 Literature Review
    2.1 A Review of Listening Anxiety and Proficiency
        2.1.1 Definition of Listening and Listening Anxiety
        2.1.2 Characteristics of Listening and Anxiety of College Students
        2.1.3 Studies on Listening Anxiety and Comprehension
        2.1.4 Studies on Listening Anxiety and Proficiency
        2.1.5 Other Studies of Listening Anxiety and Proficiency
    2.2 A Review of Listening Learning Strategies(LLS)
        2.2.1 Definition of LLS
        2.2.2 Studies on LLS and Listening Anxiety
        2.2.3 Studies on LLS and Listening Proficiency
        2.2.4 Other Studies of LLS
    2.3 Summary and Comment
Chapter 3 Theoretical Framework
    3.1 Affective Filter Hypothesis
    3.2 Input Hypothesis
    3.3 Attribution Theory
    3.4 Summary
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Methods
    4.3 Subjects
    4.4 Research Instruments
        4.4.1 Questionnaires
        4.4.2 English Listening Proficiency Test
        4.4.3 Structured In-depth Personal Interview
        4.4.4 Spss17.0
    4.5 Research Procedure
        4.5.1 First Stage of Data Collection
        4.5.2 First Stage of Data Analysis
        4.5.3 Stage of Listening Strategies Instruction
        4.5.4 Second Stage of Data Collection and Analysis
    4.6 Summary
Chapter 5 Results and Discussions
    5.1 College Students’Listening Anxiety
        5.1.1 General Conditions of Listening Anxiety
        5.1.2 Anxiety Differences in Gender and Class
        5.1.3 Results from the Interview
        5.1.4 Summary
    5.2 Listening Proficiency in Pretest
    5.3 Correlations Between Listening Anxiety and Proficiency
        5.3.1 Results from Quantitative Data
        5.3.2 Results from the Interview
        5.3.3 Summary
    5.4 The Effectiveness of Listening Strategies Instruction
        5.4.1 Use Frequency of LLS Between EG and CG
        5.4.2 Listening Proficiency in Posttest
        5.4.3 Results from the Interview
        5.4.4 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Theoretical Implications
        6.2.2 Instructional Implications
    6.3 Limitations of the Present Research
    6.4 Suggestions for Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgements
Publications



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