图式理论在非英语专业英语听力教学中的应用

发布时间：2022-12-17 10:57

　　在对影响受试者英语听力能力因素的调查中，作者发现词汇量的匮乏，基本语音知识的缺乏和听力材料背景知识的不足是其中的主要原因。在图式理论中，语音图式和内容图式就包含上述三种知识，因此可以说图式知识的缺乏会影响听力效果。然而，在现在的英语听力教学中，教师很少将图式理论应用到英语教学中，更别提教授图式知识使用的策略。在这篇论文中，作者在图式理论的基础上设计了一套新的教学模式，并利用这套教学法交给学生什么是图式和如何在听力过程中使用图式知识。 图式理论的主要论点是，人们在理解新事物的时候，需要将新事物与已知的概念，过去的背景经历联系起来，从而构成一个完整的图式结构帮助理解，所以对新事物的理解和解释取决于头脑中已经存在的图式。根据图式理论，言语听辨的过程就是图式知识与输入信息或声学信号相互作用的心理过程，而听者头脑中固有的图式是决定听力理解成功与否的关键因素。 为了将图式知识和图式知识使用策略传授给学生，教师需要灵活运用不同的图式特征对学生听力给予指导。在听力练习之前，教师主要通过一些活动或者多媒体工具将学生已有的相关语言和背景知识激活并加以补充；在听的过程中，再加以方式方法上的引导和... 

【文章页数】：75 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Questions and purpose of the research
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Schema theory
        2.1.1 The definition of schema
        2.1.2 Review of schema theory at home and abroad
        2.1.3 Features of schema
        2.1.4 Types of schema
    2.2 Research in listening
        2.2.1 The definition of schema
        2.2.2 Modes of listening process concerning of schema theory
        2.2.3 Previous researches in listening comprehension
    2.3 The connection of schema theory and listening comprehension
        2.3.1 Schema theory application in foreign language skills acquisition
        2.3.2 Schema theory effectivity in listening comprehension
        2.3.3 Schema activation in listening comprehension
Chapter Three Research Design of College English Listening Teaching
    3.1 Research design
        3.1.1 Research hypothesis
        3.1.2 Research subjects
        3.1.3 Teaching materials
        3.1.4 Research instruments
    3.2 The description of experiment
        3.2.1 Teaching steps in experimental class
            3.2.1.1 Pre-listening process
            3.2.1.2 While-listening process
            3.2.1.3 Post-listening process
        3.2.2 Teaching methods in schemata accumulation
            3.2.2.1 Linguistic schema accumulation
            3.2.2.2 Formal schema accumulation
            3.2.2.3 Content schema accumulation
    3.3 A sample listening class based on schema theory
Chapter Four Data-analysis and Discussion
    4.1 Data-analysis
        4.1.1 Data-analysis of pre-questionnaire
            4.1.1.1 Data description of pre-questionnaire
            4.1.1.2 Results explanation of pre-questionnaire
        4.1.2 Data-analysis of pre-test and post-test results
            4.1.2.1 Comparison between pre-test and post-test scores
            4.1.2.2 Correlation between background knowledge and listening
        4.1.3 Data-analysis of post-quesionnaire
            4.1.3.1 Data description of post-questionnaire
            4.1.3.2 Results explanation of post-questionnaire
    4.2 Discussions
        4.2.1 The major findings
            4.2.1.1 The effect of schema theory on students
            4.2.1.2 The importance of teaching methods adoption via schema
            4.2.1.3 The necessity of a set of teaching model via schema theory
        4.2.2 Pedagogical implications
            4.2.2.1 The orientations of English listening teaching via schema
            4.2.2.2 The role of teacher in building students’ schema network
            4.2.2.3 The principles of English listening teaching via schema theory
Chapter Five Conclusion
    5.1 Significance of the study
        5.1.1 Significance of study to English listening teachers
        5.1.2 Significance of study to English listening learners
        5.1.3 Significance of study to English listening test
    5.2 Limitations of the study
    5.3 Suggestions for future research
References
Acknowledgements
Appendix 1
Appendix 2
Appendix 3
Publication during the Postgraduate Program


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