摘要
本实验研究考察了3种听力过程模式对4组英语专业学生听力理解和记忆的影响,探讨了各组学生在听力过程中遇到的障碍及其解决策略。研究持续16周,采用前测、问卷调查、听力过程模式策略培训、后测和访谈等方法。研究结果表明:(1)听力过程模式策略教学对学生的听力理解和记忆水平具有正效应,其中"交互"模式的效果最为显著;(2)"自下而上"和"自上而下"两种模式相互促进,掌握一种模式策略有助于增强学习另一种模式策略的意识;(3)4组学生在听力过程中遇到的障碍相似,但遇到障碍的比例与解决策略不同;(4)对于听力材料的回忆,4组学生在策略选择、记忆重点和细节上存在差异。
This experimental study investigated the effects of three listening process models on four groups of English majors＇ listening comprehension and recall, and explored the problems they encountered and the solution strategies they employed. In the 16 weeks, the study was conducted via the pre-test, questionnaire survey, training of the lis- tening process models, post-test and interview. The results showed that： （ 1 ） the listening process models, especially the ＂interactive＂ model, significantly improved students＇ listening comprehension and recall; （2） the ＂bottom-up＂ model and ＂top-down＂ model reinforced each other, as the acquisition of one model enhanced that of the other ; （ 3 ） the problems that the four groups of students encountered were similar, but their percentages and solution strategies were different; （4） in recalling listening materials, the four groups differed from one another in terms of strategies, focuses and details.
出处
《外语界》
CSSCI
北大核心
2015年第1期32-39,共8页
Foreign Language World
基金
教育部青年基金项目(编号14YJC740039)
宿州学院人文社会科学一般项目(编号2014yyb13)的阶段性成果
关键词
听力过程模式
听力理解和记忆
听力障碍
listening process model
listening comprehension and recall
listening problem
