摘要
本文通过对比分析EFL环境下基于主题与基于策略的教学在大学英语听力课程中的应用及其效果,探索CBI理念下的6-T主题模式对大学生英语听力理解能力发展的影响。研究发现:总的来看,实验班的总体听力成绩提高幅度显著高于对照班的听力成绩提高幅度。从题型体现方面来看,两个班在听力测试的不匹配型体现和全局型体现这两类题目测试结果方面呈显著性差异,而在匹配型体现和细节型体现这两类题目测试结果方面没有显著性差异,说明主题式教学对听力理解中处理不匹配题型和全局性题型方面效果显著。这项研究结果对改进当前听力课程的技能本位课程结构、培养学生的主题探索能力将起到积极的促进作用。
This paper explores the influence of 6-T＇s approach to CBI on the improvement of college students＇ English listening abilities by contrasting the results from theme-based teaching and strategies-based teaching in an EFL environment.The results show the improvement of listening abilities in experimental class is significantly greater than that in control class. Specifically, significant differences occur in the test result in terms of critical listening and evaluative listening according to the data from two classes, which indicate the positive effects brought by theme-based teaching. However, significant differences are missed in test results of the content listening and discriminative listening. The study will play a positive role in improving the current skills-based learning and assessment curriculum and developing students＇ ability to think critically on the relevant themes.
出处
《中国外语》
CSSCI
北大核心
2016年第5期66-74,共9页
Foreign Languages in China
基金
2014年第七批中国外语教育基金项目"CBI理论指导下工科类院校分层递进英语教学模式研究"(项目编号:ZGWYJYJJ2014Z11)
关键词
CBI
6-T主题模式
策略教学
听力理解能力
CBI
6-T＇s Approach
English listening abilities
strategies-based teaching
