多模态教学对缓解中职生英语听力焦虑的实验研究

发布时间：2021-12-30 04:13

　　作为语言输入的最初渠道,“听”是搭建起人与人之间进行良好沟通的桥梁,是语言学习的重要组成部分。然而,根据Horwitz等人的研究,听力也是最容易使外语学习者产生焦虑感的技能之一。由于多模态在听力教学中有着诸多优势,国内外有许多学者致力于研究多模态教学理论在外语听力教学中的应用。但是研究对象多为中学生和大学生,对于英语水平薄弱,主要来自于农村的中等职业院校学生该如何利用多模态教学降低学生的听力焦虑,进而提高听力成绩的研究并不多见。鉴于此,本文以视觉语法,Krashen的情感过滤假说和Tobias的三阶段模型为理论框架,以听力焦虑问卷、访谈和测试为研究工具,选取定西理工中等专业学校19级学前教育专业学生为研究对象,欲解决以下研究问题:（1）中等职业院校学生的英语听力焦虑程度如何?（2）多模态听力教学模式能否缓有效解中等职业院校学生的听力焦虑?（3）将多模态教学模式应用于缓解学生听力焦虑的教学中,学生的听力成绩是否有所提高?本研究运用实验法在定西理工中等专业学校19级学前教育专业两个班进行了为期一学期的教学实验,实验班采用多模态的教学模式教授听力,控制班使用传统的三步法。实验后采用SPSS2... 

【文章来源】：西北师范大学甘肃省

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the thesis
Chapter Two Literature Review
    2.1 The Definition of Key Terms
        2.1.1 The Definition of Multimodality
        2.1.2 The Definition of Multimodal Teaching
        2.1.3 The Definition of Foreign Language Listening Anxiety
    2.2 The Researches on Foreign Language listening Anxiety
        2.2.1 Researches on Foreign Language Listening Anxiety Abroad
        2.2.2 Researches on Foreign Language Listening Anxiety at Home
    2.3 The Researches on multimodal Teaching
        2.3.1 Researches on Multimodal Teaching Abroad
        2.3.2 Researches on Multimodal Teaching at Home
    2.4 The Researches on Using Multimodal Teaching to Relieve Listening Anxiety
        2.4.1 Researches on Using Multimodal Teaching to Relieve Listening Anxiety Abroad
        2.4.2 Researches on Using Multimodal Teaching to Relieve Listening Anxiety at Home
    2.5.Summary of the Review
Chapter Three Theoretical Framework
    3.1 Kress& van Leeuwen’s Visual Grammar
    3.2 Affective Filter Hypothesis
    3.3 Tobias’s Three Stage Model
    3.4 Summary
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Questionnaire
        4.3.2 Interview
        4.3.3 Listening Tests
    4.4 Research procedures
        4.4.1.Questionnaire before the experiment
        4.4.2.Pre-test
        4.4.3.Teaching experiment
            4.4.3.1 The construction of multimodal teaching mode of English Listening
            4.4.3.2 Teaching arrangement of multimodal listening teaching mode
            4.4.3.3 The teaching procedures in both Experiment Class and Control Class
        4.4.4 Post-test
        4.4.5 Questionnaire after the experiment
        4.4.6 Post-experiment Interview
    4.5 Data Collection
        4.5.1 Data collected from the two questionnaires
        4.5.2 Data collected from pre-test and post-test
        4.5.3 Information collected from the interview
Chapter Five Results and Discussions
    5.1 Results and discussion of students’listening anxiety before experiment
        5.1.1 Analysis of overall situation of ELA of secondary vocational school students
        5.1.2 Analysis of the differences on FLLAS between CC and EC before the experiment
    5.2 Results and discussion of students’listening anxiety after experiment
        5.2.1 Analysis of the differences on FLLAS between CC and EC after the experiment
        5.2.2Analysis of the differences in four dimensions of ElA between CC and EC
        5.2.3 Analysis of the student’s interview
    5.3 Results and discussion of students’listening achievement
        5.3.1 Analysis of the differences between the two classes in pre-test
        5.3.2 Analysis of the differences between the two classes in post-test
Chapter Six Conclusion
    6.1 Major findings of the study
    6.2 Pedagogical implications
    6.3 Limitations of the study
    6.4 Suggestions for further study
References
Appendixes
    Appendix1 中职生英语听力课堂焦虑感量表(FLLAS)
    Appendix2 Pretest
    Appendix3 Posttest
    Appendix4 Interview Outline
    Appendix5 Teaching Material
    Appendix6 Scores of pre-questionnaire and post -questionnaire in EC and CC
    Appendix7 Scores of pre-test and post-testin EC and CC
Acknowledgements
个人简历、在学期间发表的学术论文及研究成果



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