从语篇分析角度看对外汉语中的听力教学

发布时间：2018-06-18 11:19

本文选题：听力理解 + 语篇分析　；参考：《浙江大学》2011年硕士论文

【摘要】：本文探讨了听力理解的本质,并回顾了国内外关于语篇分析的相关研究。在此基础上笔者以浙江大学国际教育学院42名汉语留学生为研究对象,对语篇分析引入到听力课堂教学的有效性做了研究调查并得出结论。随着语言教学理论的发展,越来越多学者认为听力理解是一个主动的过程,以“自下而上”、“自上而下”等模式对信息进行加工解码。笔者认为在听力课堂上引入语篇分析的教学手段可以有效地改善学习者的听力理解效果,也能提高他们的听力理解水平。如何在传统的听力教学过程中进行语篇分析的教学,以及如何在听力课堂上通过语篇分析来提高学习者的听力技能,是本文要研究的中心问题。笔者对42个研究对象进行实验研究。实验分成两个阶段,第一个阶段通过SPSS软件和T实验对学生成绩数据进行分析,证明实验班和控制班中的学习者听力水平相近,没有显著差异。经过半个学期的实验后,再次对两个班的听力水平进行测试,并对测试结果进行分析。测试数据显示,采用语篇分析听力教学的实验班听力水平明显高于控制班。因而,笔者认为在传统的听力教学环境下引入语篇分析教学可以有效地提高学习者的听力水平。最后,本文的研究结果对教师的听力教学带来若干启示,首先,教师可以通过有意识的在课堂上引入语篇分析的教学,鼓励学习者在听的时候注意材料的语篇结构。其次,在课堂上教师应该有效地组织听前的“热身”活动和听后复述,从而激发学习者相关的背景知识,并有意识地注意到汉语的语篇结构特点。
[Abstract]:This paper explores the nature of listening comprehension and reviews relevant studies on discourse analysis at home and abroad. On this basis, the author takes 42 Chinese students from the School of International Education of Zhejiang University as the research object, and makes an investigation on the effectiveness of the introduction of discourse analysis into listening classroom teaching and draws a conclusion. With the development of language teaching theory, more and more scholars believe that listening comprehension is an active process, which processes and decodes information in the "bottom-up" and "top-down" mode. The author holds that the introduction of discourse analysis in listening classroom can effectively improve learners' listening comprehension and improve their listening comprehension. How to teach discourse analysis in traditional listening teaching and how to improve learners' listening skills through discourse analysis in listening class are the key issues to be studied in this paper. An experimental study was carried out on 42 subjects. The experiment is divided into two stages. In the first stage, the data of students' scores are analyzed by SPSS software and T experiment. It is proved that the listening level of the students in the experimental class and the control class is similar, but there is no significant difference. After half a semester's experiment, the listening level of the two classes was tested again, and the results were analyzed. The test data show that the listening level of the experimental class with discourse analysis is significantly higher than that of the control class. Therefore, the author believes that the introduction of discourse analysis in the traditional listening teaching environment can effectively improve learners' listening level. Finally, the results of the present study have some implications for teachers' listening teaching. Firstly, teachers can encourage learners to pay attention to the textual structure of materials in listening by consciously introducing discourse analysis into the classroom. Secondly, teachers should effectively organize pre-listening "warm-up" activities and post-listening retelling in order to stimulate learners' relevant background knowledge and consciously pay attention to the characteristics of Chinese discourse structure.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H195

【参考文献】