交际教学法在高中英语听力中的应用研究

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1、_疆籠識窗鼠穩賴賺养翼、‘二::、::?:‘;:々攻二媒《絮士:響瞧議:」:逶窜枰总大學:::‘先響?硕…:士学文’■‘‘‘■;;‘”:‘:「‘辽宁师范大语学陕n分类号:学校代码:密级学号:遣窜坪总大學教育硕士专业学位论文交际教学法在高中英语听力中的应用研究作者姓名:张虫工专业方向:学科教学(英语)导师姓名:国华副教授—年月nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingZhangHongAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROF

2、EDUCATIONSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2013n学位论文独创性声明本人承诺:所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加以标注和致谢的地方外,不包含他人和其他机构已经撰写或发表过的研究成果,其他同志的研究成果对本人的启示和所提供的帮助,均已在论文中做了明确的声明并表示谢意。学位论文作者签名:学位论文版权的使用授权书本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定,及学校有权保留并向国家有关部门或机构送交复印件或磁盘,允许论文被查阅和借阅。本文授权辽宁师范大学,可以将学位论文的全部或部分内容编入有关数据库并进行检索,可以采用影印、缩印或

3、扫描等复制手段保存、汇编学位论文,并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后使用本授权书。学位论文作者签名:指导教师签名:—签名曰期:年月曰n辽宁师范大学硕士学位论文摘要英语教学的目的在于提高学生的语言能力和利用口语交际的能力,这也是听力教学的重要目标所在,环顾当下的英语听力教学实际存在着一定的问题,本文从问题出发,基于交际教学法寻求问题解决的策略。听力要求学习者不仅要被动吸收而且要积极主动的参与,因为输入和输出同样重要。听力教学是外语教学中最基本、最关键的一环。听力教学的任务是培养学生运用语言进行交际的能力,而这也是交际教学法的宗旨。结合交际教学法的特点和影响听力教学的因素,讨论交际教学法在英语听力教学中的应用。本文

4、的研究目的,探索新课程理念下交际教学法在听力教学中的应用价值,提高学生的听力成绩,培养学生的英语交际能力和综合水平。本文研究了听力教学法的文献,阐述了听力教学法的核心内容,介绍了国外专家和我国学者对交际法听力教学的有关论述和研究内容。阐述了交际法和交际教学法听力教学的相关理论和研究。根据我国制定语言教学大纲的理念、听力课程的改革及听力教学的现状,对高中学生听力学习现状进行调查与分析。通过调查结果和访谈结果来反思学生听力问题的各个方面,对学生听力现状进行清楚的了解,找出学生听力的现状。本文制定相应交际教学法,对学生进行交际法听力教学实验。最后从实验结果证实了交际教学法在听力教学中应用的可行性和必要性。分析了真实生活中听力的特点,交际教学法听力的特点

5、,及培养学生听力技能的策略。指导学生进行自我听力技能训练。研究结果表明,把探讨的理论交际教学法和实际的因素相结合,设计听力练习形式,在课堂教学中能取得好的成效,使学生的能力得到充分的锻炼,促使学生在听力课堂上注意交际能力的练习关键词:听力教学;交际教学法;交际能力;教学法nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAbstractTheaimofEnglishteachingisto

6、improvestudents"languageabilityandtheabilityoforalcommunication.Itisalsothekeypointofthelisteningteaching,buttherearestillsomeproblemsabouttheEnglishListeningTeachingatpresent.Fromthispointofview,thispapertriestofindtheproblemsofsolvingstrategyonthebaseofthecommunicativeteachingmethod.Becausetheinputisasimportantasoutput

7、.Solisteninglearnersrequirenotonlythepassiveabsorption,buttheactiveparticipation.Listeningteachingisthemostfundamentalandcruciallinkageinforeignlanguageteaching.Thetaskoflisteningteachingistodevelopstudents"communicativecompetence,whichisalsotheCLTefficiency.Combiningthecommunicativelanguageteachingcharacteristicwiththei

8、nfluentialfactoroflisteningteaching,thispaperdiscussestheapplicationofcommunicativeteachingmethodintheteachingofEnglishlistening.ThepurposeofthispaperistodiscovertheapplicationvalueoftheCommunicativeLanguageTeachingunderthenewcurriculumintheteachingoflistening,toimprovethestudents"listeningcompetenceandtocultivatethestud

9、ents"Englishcommunicativeabilityandcomprehensivelevel.Thispaperstudiestheliteraturereferencesofthelisteningteachingmethodandexpoundsthecorecontentsofit.Itintroducessomerelativeresearchesdiscussedbetweensomeforeignexpertsanddomesticscholarsoncommunicativeapproach.Italsodescribestherelativetheoryofcommunicativeteachingappr

10、oachandthecommunicativeapproach.Accordingtotheideaoflanguageteachingmadebyrelativedepartment,,,——n辽宁师范大学碩士学位论文:;;;——nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingContentsm^iAbstractIILIntroduction11.1BackgroundoftheStudy11.2Thesignificanceofthisstudy31.3Theorganizationofthestudy32.LiteratureR

11、eview42.1ThemeaningofCommunicativeapproachlisteningteachingandcommunicativeapproach42.1.1Themeaningofcommunicativeapproach42.1.2ThemeaningofCommunicativeapproachlisteningteaching42.2TheTheoreticalBasisoftheCommunicativeapproachlisteningteaching52.2.1Schematheory52.2.2Bottom-up-viewandTop-down-view62.2.3Thenaturalacquisitionth

12、eoryandroughinput62.3TheapplicationofcommunicativeapproachinEnglishTeachinginChineseMiddleSchools72.4Thecharacteristicsofcommunicativeapproachandbasicteachingprinciples82.5OverviewofcommunicativeapproachinChinaandothercountries93.Theinvestigationandanalysisofthecurrentsituationofhighschoolstudents1ListeningLearning113.1Thestu

13、dyofthedifficultyofEnglishlistening113.1.1Theaimoftheinvestigation113.1.2Theresearchinstrumentobjectandmethods113.2Thespecificmeasuresfortheuseofcommunicativeteachingtoguidetheteachingoflistening143.2.1Optimizethestrategyoflisteningskills143.2.2ToguidestudentsWiththecommunicativeapproachinlisteningskillstraining163.3Theexperi

14、ment183.3.1Theexperimentdesign183.3.2Experimentalpurposes:183.3.3Theexperimentmethod,subject,measurementmethod,thedesignofthetestpaper193.3.4Experiment193.3.5Testmethod193.3.6Analysisanddetectionofthetestpaper194.AnalysisandEnlightenmentoftheresults21——n辽宁师范大学硕士学位论文■nAStudyontheApplicationoftheCommunicativeApproachinHighSch

15、oolListeningTeaching1.IntroductionLanguageisaninstrumentforhumancommunication,theultimategoaloflanguageteachingistohelpthestudentsdeveloptheircommunicativecompetence.Tocaterforsuchcommunicativeneeds,thehighschoolarenowfocusingonthecultivationofthestudents"communicativecompetenceorabilities.Asthemostbasicandprimarylanguag

16、eapplicationskill,””,,,,,n辽宁师范大学硕士学位论文,,,,;,;,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingimprovethestudents"listeningabilityandlearningachievement,thecultivationofstudents"communicativecompetenceandimprovestudents"comprehensiveabilitiesofenglish.1.2Thesignificanceofthisstud

17、yThroughthesurveyofhighschoolstudents*listeningdifficulties,,,,输,,n辽宁师范大学硕士学位论文,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingunderstandandrespondtoattendthelanguageandnonlanguage.Listeningteachingshouldnotonlyallowstudentstohear,understandthespeakerisasymbol,butalsotoletthestudentsundersta

18、ndtheintentionofthespeaker,canunderstand.Thelisteners"memoryisnotlanguageformbutthemeaningofthelanguage.Listeningteachingisthatstudentscanunderstandthemeaningofdiscourse.Inthetraditionalteachingoflisteningteaching,listeningisconcernedwithlexicalandgrammaticalknowledgeidentification,finishthehomework,neglectstheimportance

19、ofcontext,thespeaker"sintentionandtheculturalbackgroundofdiscourse,solearnerscannotcorrectlygrasptheoverallmeaningoftextandmeaning.2.2TheTheoreticalBasisoftheCommunicativeapproachlisteningteachingTheCommunicativeapproachmainlyusethefollowingseveraltheoreticalperspectives.2.2.1SchematheoryThepsychologistBarlettputforwardi

20、nthenineteenthirties.Itisusedtorefertothewayofstorageknowledgeinthemindgainedinthepast,,,,,,”“n辽宁师范大学硕士学位论文,”,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingchildrendidnothavethepurposetolearnalanguage,butacceptedtheinput,withthisexperience.Similarly,,,”,,”,,n辽宁师范大学硕士学位论文,,”,,’,,,,,‘nAStu

21、dyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingthroughvariousactivities,”:”,,;;,,,,,,,n辽宁师范大学硕士学位论文,,,,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeaching3.Theinvestigationandanalysisofthecurrentsituationofhighschoolstudents"ListeningLearningTheforwardchaptersstud

22、iesonthecommunicativeapproachandinternationalexpertanalysis,thetheoreticalfoundationofthecommunicativeapproachcorrespondingtolisteningteachingandpromote.Thischaptertakestheformofquestionnaireinvestigationandinterviewtomaketheinvestigationandanalysis,onhighschoolstudents"listeningdifficultieslearning.3.1Thestudyofthediffi

23、cultyofEnglishlistening3.LITheaimoftheinvestigationInrecentyears,duetothespreadofcommunicativeteachingmethod,thechangesofthenationalcollegeentranceexaminations,makinglisteningteachingtopromoteandpopularize.English.3.1.2TheresearchinstrumentobjectandmethodsIusethequestionnairesurveyintheinvestigation,thesurveyisintheChaiheyizh

24、ong.Theorganizationandimplementationwastwoclassesofgradeoneinthejuniorhighschoolin2013January.52studentswasgiventhequestionnaireinthetwoclasses,,,n辽宁师范大学硕士学位论文‘—■汪nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAicNNPNPNP16.31251935.6%9%%——n辽宁师范大学硕士学位论文,,,,nAStudyontheApplicationoftheCommunic

25、ativeApproachinHighSchoolListeningTeachingtheiraptitude.Communicativeapproachconfirmedtheeffectivenessofcooperativelearning,fullyembodiestherequirementsoftheteachingprogram,changethetraditionalteachingconcept,,,,,n辽宁师范大学硕士学位论文,,’,,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeaching(l)Payattenti

26、ontothespeechdecodingexercises,hespeechdecodingabilityisthefoundationandstartingpointoflisteningability.Speechdecodingincludesinterpretationofsyllable,stress,tone,rhythm,andmeaning,pronunciationandintonation,etc..Thesefactorswillbringnegativeeffectonlisteningcomprehension.AsmostEnglishlearnersusuallydonotpaytoomuchattentionto

27、theliaison,weakreading,teachershaveignoredthetraininginthisrespect,thestudentcannotunderstandtheproblem.Suchas:averysimplephrase””,,,’,,n辽宁师范大学硕士学位论文,,,,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeaching3.3.3Theexperimentmethod,subject,measurementmethod,thedesignofthetestpaperTheobjectofthisex

28、perimentareonehundredstudentsofseniorgradeoneofCHAIHE.TheyarethesameEnglishlevelandthesamegrade.Thefourclass,thetwoclassHongzhiaretheexperimentalclass,,,,,,‘,,,,,,,,,,,n辽宁师范大学硕士学位论文“nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeaching4.AnalysisandEnlightenmentoftheresultsLeamfromthecontrastexaminat

29、ionafterthetest,theoverallleveloffourEnglishclassesarebasicallythesamecircumstances,afterusingthecommunicativeteachingmethodonthetwoclassHongzhifortwomonths,,,,,,,,,,,n辽宁师范大学硕士学位论文,”,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachinglearnergetthepsychologicalpreparation.Communicativelisteningte

30、achingprocesscanbedividedintothreestages:stagebeforelistening,‘,,,,,’n辽宁师范大学硕士学位论文,,,,,,,厂,、,、,、,:,’。nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAmerican.Forexample,thewordclass,,,,,,,,,,,“,,,,n辽宁师范大学硕士学位论文,,,’,,,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTea

31、chingjoinhandstoinfluencethisprocess.InordertoimprovetheteachingofEnglishlisteninglevelandlisteningskills,n辽宁师范大学硕士学位论文,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingthinkingtothedevelopmentofthinking,tothesamecontent,theyhavediferentviews,,,,,,,,,,,,,,,n辽宁师范大学硕士学位论文,,“”nAStudyontheAppli

32、cationoftheCommunicativeApproachinHighSchoolListeningTeachingReferences[1]Swain,—:,:—:,,,”,:二”,:,’,,■:—::n辽宁师范大学硕士学位论文::叶慧瑛英语专业听力教学改革新探外语电化教学第期欧阳菁何明清交际法与大学英语听力教学初探中国成人教育第期徐焱伟交际法与大学英语听力教学探讨中国科教创新导刊第期王虹浅谈交际法教学在听力课堂上的应用中国科教创新导刊程同春交际法理论与实践外语与外语教学第期李浩江听力教学中交际教学法与传统教学法的有效融合希望月报上半月第期刘卫红听力课教学的现状及交际法教学的可行性郑州纺织工学院学报,,徐霖交际教学法在大学英语听力教学中

33、的应用沙洋师范高等专科学校学报牛玉琴运用交际教学法改进英语听力教学尝试天水师范学院学报,陈颖浅谈交际法英语听力教学在课堂中的运用职业教育研究,王冕用英语交际教学法提升英语听说能力海外英语孔德银交际教学法在英语教学中的应用中国校外教育李媛交际教学法在听力活动中的应用科教导刊张德禄,苗兴伟,李学宁功能语言学与外语教学北京:外语教学与研究出版社,李予军交际法研究在中国:问题与思考外语界,牛玉琴运用交际教学法改进英语听力教学的尝试天水师范学院学报,张向阳关于商务英语教学中的交际法瑚南金职业技术学院学报,闫萍谈高职商务英语课的教学与探索辽宁信息职业技术学院学报,闻达仁英语交际法与英语听说教学福建广播电视大学学报,—白杨浅谈交际法英语听力教学成都教育学院学报

34、,赵越交际法在听力教学中的应用海外英语,,胡壮麟语言学教程修订版北京:北京大学出版社辛斌交际法教学:问题与思考外语教学与研究,,(杨翠艳浅议二语习得者跨文化交际能力的培养基础英语教育,石洛祥交际教学法对大学焚语教学改革的启示西安外黧语学院学报。:—王瑞的,梅德明听力理解的认知与听力课教学⑴外语电化教学,,(王蔷英语教学法教程高等教育出版社,程京艳英语听力的教学现状及发展趋势外语界,:陈秀玲英语听力理解与焦虑状态的相关研究及对教学的启示外语电化教学,⑷:—nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAppendixI英语听力困难调查表亲

35、爱的同学们,为了找出你们在英语听力方面的困难,提高英语听力的教学的质量,设计了本调查问卷,请认真根据实情回答下列问题。具体的数字的意义:该说法完全不合我(肯定这方面没问题,不确定(不确定是否存在这方面的问题,基本适合我(向于存在这方面的问题)该说法完全适合我(肯定存在这方面的问题)。答题时只需划上应的数字就行了。个人情况:您的年龄岁,性别:男女,总共学习英语年在听的过程中感到焦虑——在听的过程中注意力分散——听不清楚发音,对单词混淆的认识听得清楚单词的发音,但没反应过来又必须听接下来的内容听的过程中感觉生词很多,是懂非懂说话人语速过快,造成辨别困难一—词与词之间的连读、弱读和省略多,造成辨别困难一—一对说话人的语音语调不熟悉,造成辨别困难一——记

36、忆前面听过内容,而错过了接下来的听力内容一——当听力内容涉及抽象概念,能听懂书面意义,但不能理解抽象涵义一—感觉很多单词都能听清,但不能理解整句话的意义一——对于长句和复杂的句子能听清单词,但句型结构过于复杂,不能理解句子的涵义一——经常是前面的内容还没记住,后面的内容又来了一—一遇到一词多义的单词,不能准确把握单词的意思一———能听懂句子的书面意义,却不能把握其抽象涵义一——在整个听的过程中,错过了其中部分,就不懂能整篇材料的内容一—对全文的主要意思感到很混乱一—对全文的基本意思能懂,但结果不是全文的真实涵义一——n辽宁师范大学硕士学位论文高一英语期末模试题(一)一、听力(共三节,满分分)做题时,请先将答案划在试题上。录音结束后,你将有两分钟

37、的时间将试题上的答案涂或转填到答题卡上。第一节(共小题;每小题分,满分分)请听下面段对话。每段对话后有一个小题,从题中选出最佳答案。听完每段对话后,你都有秒钟的时间来回答有关小题和阅读下一小题,每段对话仅读一遍。例:第二节(共小题:每小题分,满分分)请听下面段对话或独白。每段对话或独白后有几个小题,从题中所给的选项中选出最佳答案,并标在试卷的相应位置。听每段对话或独白前,你将有时间阅读各小题,每小题秒钟;听完后,每小题将给出秒钟的作答时间。每段对话或独白两遍。请听第六段材料;回答第至题。nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeaching8.

38、Howdidthegirlfallill?A.Shecaughtacoldafterdancing.B.Shedancedtoohardsoshefellill.C.Neitherofthespeakersknowsexactlynow.请听第段材料,回答第至题。请听第段材料,回答第至题。请听第段材料,回答第至题。n辽宁师范大学硕士学位论文存在听力困难的原因同学们,在问卷调查中,我们主要调查了同学们的听力困难的问题。下面,我从问卷调查的名同学中,随机抽选了名同学,做个访谈调査,希望同学们能认真对待,以便我能找出同学们出现听力困难的原因。下面,是我作面谈的个问题。在以前的听力学习中,教师是否采用交际法听力教学?听力的目的是什么?平时自己注重听力练

39、习吗?如果注重听力练习。你通常采用哪些形式?你对听力的认识。遇到陌生和困难的听力材料,你是否会有焦虑感?如果听不懂大意,你通常怎样完成听后作业?如出现新词,你通常怎么来处理接下来的听力?是否有过,做听力作业,完全事坪感觉选择答案?是否想过,放弃听力这道题的分值,而把时间花在其他内容上。在以前的听力练习中,教师在听后是否采用扩展练习,如果有,你是怎样看待:听后扩展的益处与花时间的关系的?是否制定过听力学习计划?nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAppendixIV1AreyouinterestedinEnglish?AInte

40、restinA.(12,24.1%)B.Notinterestedin(29,,?,,,,,,,,,””,工,?n辽宁师范大学硕士学位论文,,,,,,,,。,,人,,,,nAStudyontheApplicationoftheCommunicativeApproachinHighSchoolListeningTeachingAcknowledgmentI"dliketotakethisopportunitytoextendmythankstothefollowingpeoplewithoutwhoseinvaluableassistanceandencouragement,thisthesiswouldhavebeenimpossi

41、ble.Firstly,,

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