格莱斯会话含义理论在大学英语听力教学中的应用
发布时间：2023-03-29 01:37
长期以来，由于受到各种语言因素和非语言因素（如文化背景知识、听力习惯、听力焦虑、学习动机等）的影响，听力一直是中国学生英语学习过程中的薄弱环节。在听力过程中，学生们常常会遇到这种情况：虽然听懂了每个单词，但是不明白说话人真正想表达的意思是什么。也就是说，学生往往只是把握了字面意思，而不能确切地理解话语背后的隐含含义，即会话含义。本研究试图将格莱斯会话含义理论应用于大学英语听力教学，旨在探究会话含义理论的可教性及显性教学对于提高会话含义理解能力的有效性。具体研究问题包括： 1）学生在会话含义理解过程中所遇到的主要问题有哪些？ 2）会话含义显性教学是否可以有效地提高学生的会话含义理解能力？ 3）对于不同听力水平的学习者而言，会话含义显性教学是否有不同的效果？与听力低分组相比，听力高分组会话含义理解能力的提高幅度是否更大？ 4)学生对于会话含义显性教学的态度如何，有何评价？ 研究对象为内蒙古工业大学非英语专业二年级的两个自然班，一个班为实验班（54人），另一个班为控制班（52人），两个班级均由同一名老师教授听力课。研究工具包括两份调查问卷、会话含义听力任务和听力水平测验。教学实验开始之前，对...
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
摘要
Abstract
Chapter One Introduction
1.1 Research Background and Motivation
1.2 Objectives and Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Theoretical Foundation
2.1 Definition of Implicature
2.2 Cooperative Principle
2.2.1 Non-observance of the Gricean Maxims
2.2.2 Flouting of the Gricean Maxims
2.3 Inferential Framework
2.4 Features of Conversational Implicature
Chapter Three Literature Review
3.1 Research on Conversational Implicature Abroad
3.1.1 Cultural Background and Implicature Comprehension
3.1.2 L2 Exposure and Implicature Comprehension
3.1.3 L2 Proficiency and Implicature Comprehension
3.1.4 Explicit Instruction and Implicature Comprehension
3.2 Research on the Gricean Theory at Home
3.3 Summary of Research Gaps
Chapter Four Research Design
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Implicature Listening Task
4.3.2 Pre-instruction Questionnaire
4.3.3 Listening Proficiency Test
4.3.4 Post-instruction Questionnaire
4.4 Data Collection Procedures
4.4.1 Pre-test and Pre-instruction Questionnaire
4.4.2 Treatment
4.4.3 Listening Proficiency Test
4.4.4 Post-test and Post-instruction Questionnaire
4.5 Data Analysis Procedures
Chapter Five Results and Discussion
5.1 Students’ Perceived Difficulties in Implicature Comprehension
5.1.1 Low Processing Speed
5.1.2 Failure to Make Appropriate Inferences
5.1.3 Insensitivity to Situational Context
5.1.4 Failure to Recognize Familiar Words
5.1.5 Failure to Listen Selectively
5.1.6 Other Students’Perceived Problems
5.2 Explicit Instruction and Implicature Comprehension
5.3 Listening Proficiency and Implicature Comprehension
5.4 Students’ Attitudes toward Explicit Instruction
Chapter Six Conclusion
6.1 Summary of Major Findings
6.2 Pedagogical Implications and Suggestions
6.3 Limitations of the Study and Suggestions
Works Cited
Appendix
本文编号：3773719
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
摘要
Abstract
Chapter One Introduction
1.1 Research Background and Motivation
1.2 Objectives and Significance of the Study
1.3 Overall Structure of the Thesis
Chapter Two Theoretical Foundation
2.1 Definition of Implicature
2.2 Cooperative Principle
2.2.1 Non-observance of the Gricean Maxims
2.2.2 Flouting of the Gricean Maxims
2.3 Inferential Framework
2.4 Features of Conversational Implicature
Chapter Three Literature Review
3.1 Research on Conversational Implicature Abroad
3.1.1 Cultural Background and Implicature Comprehension
3.1.2 L2 Exposure and Implicature Comprehension
3.1.3 L2 Proficiency and Implicature Comprehension
3.1.4 Explicit Instruction and Implicature Comprehension
3.2 Research on the Gricean Theory at Home
3.3 Summary of Research Gaps
Chapter Four Research Design
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Implicature Listening Task
4.3.2 Pre-instruction Questionnaire
4.3.3 Listening Proficiency Test
4.3.4 Post-instruction Questionnaire
4.4 Data Collection Procedures
4.4.1 Pre-test and Pre-instruction Questionnaire
4.4.2 Treatment
4.4.3 Listening Proficiency Test
4.4.4 Post-test and Post-instruction Questionnaire
4.5 Data Analysis Procedures
Chapter Five Results and Discussion
5.1 Students’ Perceived Difficulties in Implicature Comprehension
5.1.1 Low Processing Speed
5.1.2 Failure to Make Appropriate Inferences
5.1.3 Insensitivity to Situational Context
5.1.4 Failure to Recognize Familiar Words
5.1.5 Failure to Listen Selectively
5.1.6 Other Students’Perceived Problems
5.2 Explicit Instruction and Implicature Comprehension
5.3 Listening Proficiency and Implicature Comprehension
5.4 Students’ Attitudes toward Explicit Instruction
Chapter Six Conclusion
6.1 Summary of Major Findings
6.2 Pedagogical Implications and Suggestions
6.3 Limitations of the Study and Suggestions
Works Cited
Appendix
本文编号：3773719
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