高职高专英语词汇教学对听力理解能力的影响.docx
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高职高专英语词汇教学对听力理解能力的影响.docx
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高职高专英语词汇教学对听力理解能力的影响
Contents
Abstract..........................................................................................................................I
摘要..............................................................................................................................III
Introduction....................................................................................................................1
1.
2.
3.
4.
Background......................................................................................................1
BriefintroductiontovocabularyteachinginHigherVocationalColleges......2
Reasonsforchoosingthistopic.......................................................................3
Purposesofthestudy.......................................................................................4
5.Layoutofthethesis..........................................................................................6
ChapterOneLiteratureReview.....................................................................................8
1.1AbriefhistoryofEnglishlanguageteaching....................................................8
1.2StudyofEnglishvocabularyteachingandlearning.......................................10
1.2.1Directandindirectvocabularylearning................................................10
1.2.2Vocabularythelearnersneedtoknow..................................................11
1.2.3Approachestovocabularylearning.......................................................11
ChapterTwoTheoreticalFramework..........................................................................13
2.1Vocabularyknowledge....................................................................................13
2.1.1Definitionoftheword...........................................................................13
2.1.2Contentsofvocabularyknowledge.......................................................14
2.2Lexicalchunks................................................................................................17
2.2.1Thedefinitionoflexicalchunks...........................................................17
2.2.2Thefunctionsoflexicalchunks............................................................18
2.3ListeningComprehension...............................................................................18
2.3.1Theimportanceoflistening..................................................................18
2.3.2ProcessofListeningComprehension....................................................18
2.3.3Factorsaffectinglisteningcomprehension...........................................20
2.3.4Takingadvantageoflexicalchunkstofacilitatelistening
comprehension...............................................................................................21
ChapterThreeResearchDesign...................................................................................22
3.1ResearchQuestions.........................................................................................22
3.2Hypotheses......................................................................................................22
3.3Subjects...........................................................................................................23
3.4Instruments......................................................................................................23
3.5Procedureanddatacollection.........................................................................26
3.5.1Procedureanddatacollectionforthepre-test.......................................26
3.5.2Procedureoftheexperiment.................................................................27
3.5.3Datacollectionforthepost-test...........................................................35
ChapterFourResultsandAnalysis..............................................................................36
4.1Resultsanddataanalysisforthepre-test........................................................36
4.1.1Statistics................................................................................................36
4.1.2FurtherComparisonofCorrelationAnalysesintheTwoSubsamples.37
4.1.3CorrelationAnalysesintheSmall-Vocabulary-SizeSample................38
4.1.4CorrelationAnalysesintheLarge-Vocabulary-SizeSample................39
山东师范大学硕士学位论文
4.1.5ComparisonofCorrelationAnalysesintheTwoSubsamples..............39
4.2Resultsanddataanalysisforpost-test............................................................40
4.2.1Thedataofpost-test..............................................................................40
4.2.2Theeffectforimprovingstudents‘listeningproficiencyinthe
experimentalclass..........................................................................................41
4.3Majorfindings.................................................................................................41
ChapterFiveSuggestionsforVocabularyTeachingonListeningComprehension.....44
5.1Enhancingstudents‘motivation......................................................................44
5.2Raisingstudents‘awarenessofthelexicalchunksinEnglish........................44
5.3Teachinglisteningwiththehelpoflexicalchunks.........................................44
5.4Emphasizingtheimportanceofaccumulation................................................45
Conclusion...................................................................................................................46
Bibliography................................................................................................................48
APPENDIXⅠAppliedEnglishTestforVocationalColleges(GradeA,June.,2010)
......................................................................................................................................52
APPENDIXⅡAppliedEnglishTestforVocationalColleges(GradeA,Dec.,2010)
......................................................................................................................................55
APPENDIXⅢCollegeEnglishTest-Band4(June,2010).......................................58
APPENDIXⅣCollegeEnglishTest-Band4(Dec.,2010).......................................63
APPENDIXⅤVocabularyLevelTest(receptive)....................................................68
APPENDIXⅥVocabularyLevelTest(productive).................................................78
PublishedPapers..........................................................................................................83
Acknowledgements......................................................................................................84
山东师范大学硕士学位论文
Abstract
InEnglishlanguagelearning,therolelisteningplayscannotbeignored.
Listeningisanimportantwayoflanguageinput,anditisthepremiseofsuccessful
communication.However,inthepracticalteaching,theauthorfoundthatmostofthe
studentshaveapoorerlisteningproficiencycomparedwiththeirreading,speaking,or
writingability.Whendoinglisteningpractice,manystudentscanonlyseizeseveral
singlewords,fromwhichseldomcouldstudentsguesswhatisgoingon,letalone
understandthespeaker'simplicationorintentions.ChinesestudentslieintheChinese
environment,lackinganEnglishenvironment,whichaddsdifficultytostudents‘
listeningpractice.However,it‘struethatnomatterforthequalityeducationorthe
exam-orientededucationlisteningisinanincreasingdemand.Suchsituationraisesa
problemforEnglishteachers:
Howtoeffectivelyimprovethestudentslistening
ability?
Wonderingaboutthesolutiontothisproblem,theauthordesignedthisstudy.Inthis
study,tworesearchquestionsareraisedinadvance:
(1)Doesvocabularyknowledge
contributetothesuccessoflisteningcomprehensionandtowhatextent?
(2)Can
lexical-chunk-orientedvocabularyteachingbenefitstudentsintheirlistening
comprehension?
BasedonrelatedresearchescarriedoutbyMichaelLewisabouttherelationship
betweenlexicalphrasesandlisteningcomprehension,theauthorfulfilledthe
experimenttoexplorewhetherlexical-chunk-orientedvocabularyteachingcan
improvethestudents'listeningability.Thoughlexicalchunksarelabeledindifferent
waysbydifferentresearchers,inthisthesis,allthelinguisticunits,largerthanasingle
word,havingintegralforms,idiomaticallydeterminedmeaningandpragmatic
function,andoccurringcommonlytogetherareregardedaslexicalchunks.Many
researchershaveresearchedonlexicalchunks.ThoseofMichaelLewis(1993,1997)
andNattingerandDecarrico(1992)havemadespecialcontributiontoarousing
people‘sattentiontolexicalchunksandlaidtheoreticalfoundationforlaterresearches
Inthispaper,theauthorintroducesthepsychologicalprocessandcharacteristic
I
oflisteningcomprehension,andthenpointsoutinspecificlisteningactivities,the
listenershouldbefullyawareoftheexistenceoflexicalchunksandactivelyapply
theminordertopromotelisteningcomprehension.Lexicalchunkscanimprovethe
listener'sshort-termmemorycapacity,reduceinformationprocessingburden,and
helpthelistenerstopredicteffectively,therefore,ifthelistenercanaccumulatea
certainamountoflexicalchunksandcanmakefulluseofthemwhendoinglistening
practice,thenthelistenerwillgreatlyimprovehis/herlisteningproficiency.
TheparticipantsofthestudycomefromShandongEconomicManagement
College,majoringinaccountingandbelongingtotwoclasses.Scoresoflistenin
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- 关 键 词:
- 高职 英语词汇 教学 听力 理解 能力 影响