新疆维吾尔族英语专业民考民学生听力学习策略调查分析

来源:思想汇报 发布时间:2020-01-04 00:06:52 点击:
新疆师范大学 硕士学位论文 新疆维吾尔族英语专业民考民学生听力学习策略调查分析 姓名张德敬 申请学位级别硕士 专业外国语言学及应用 指导教师曹湘洪 2009-06-04 中文摘要 I 中文摘要 听力为第二语言习得提供可理解性输入,也是日常生活中重要的交际手段 之一,因此,听力理解的学习是外语学习的一个重要环节。国内对听力学习策 略的研究始于上世纪九十年代初,但大部分研究都以汉族学生为研究对象,对 少数民族的研究至今却鲜有涉略,对新疆地区维吾尔族学生的研究更是几乎没 有。因此,本研究采用定量分析和定性分析相结合的方法对新疆地区维吾尔族 英语专业民考民学生听力学习策略进行调查研究,旨在探讨民考民维吾尔族英 语专业学生听力学习策略使用的总体趋势以及高分组和低分组在使用听力学习 策略上的差异。

参加本次调查的受试者来自喀什师范学院和新疆教育学院的 1 5 6名英语专 业民考民大二学生, 他们来自新疆的不同地方。

数据收集在 2 0 0 7 年 1 2 月和 2 0 0 8 年 1 2 月进行。最后,用 S P S S 对数据进行分析,分析结果表明 1 )总体上看,维吾尔族英语专业学生对听力学习策略的使用水平较高。具体 来讲,计划策略,评价策略,监察策略,生词策略,标记策略,联想策略, 预测策略,母语使用策略,情感自控策略,求助策略和多媒体策略的使用 情况为“通常使用” ,汉语使用策略,汉文化影响策略和本文化影响策略的 使用为“有时使用” 。

这种总体使用趋势在一定程度上受到了他们的文化因 素的影响。

2 )高分组和低分组在听力策略的使用上具有显著性差异。具体来说,和低分 组相比,高分组更频繁的运用计划策略,监察策略,生词策略,标记策略, 联想策略,预测策略和多媒体策略。这表明,听力理解的即时性特点使得 自上而下的信息处理模式在听力理解中显得更为有效。以上研究结果对英 语听力教学具有一定的启示 1 )本研究从理论上对三语习得者对目标语习得的研究提供了一定的参考。

2 )维吾尔族民考民英语专业学生应进一步加强对各种策略的认识,知道在 什么情况下应用什么策略。

3 )维吾尔族民考民英语专业学生在听力过程中,应学会运用以意义理解为 基础的自上而下的信息处理模式。

4 维吾尔族民考民英语专业学生学生在学习过程中应尽量使用英英的思 考模式,避免将英语翻译成汉语,再翻译成维语。同时,学校也应加强 汉语教育, 避免因汉语不熟练而必须将汉语翻译成维语后才能理解。

关键词维吾尔族;
英语专业;
听力策略;
高低分组;
使用差别 Abstract II Abstract Listening provides understandable for second language acquisition, and it also plays an important role in our daily communication. In China, the study on listening strategies starts from 1990s. However, up to date the study on minority students’ listening strategies has not gained enough emphasis, and there is almost no study on Uygurs’ English listening strategies. Therefore, the present study, adopting quantitative and qualitative s, selects Uygur min kao min English majors as subjects to study their overall trend of using listening strategies and the differences in using listening strategies between high score and low score listeners. The 156 subjects in the present study come from Kashgar teachers’ college and Xinjiang Education Institution, all of them are min kao min Uygur English majors coming from different parts of Xinjiang. Data collection was carried out in 2007.12 and 2008.12. At last, SPSS 12.0 is used to analyze the data. The analytical results indicate that 1. Generally speaking, Uygur English majors’ adoption of listening strategies is high. Specifically, the adoption of planning, uation, monitoring, new words, marking, elaboration, prediction, mother tongue using, affective control, help seeking and multi media using are “ usually used” while the adoption of Chinese using, Han culture influence and native culture influence are “ sometimes used” . Probably, this kind of overall trend is related to their language and culture to some extent. 2. There is significant difference between high score and low score listeners in using some of the listening strategies. Specifically speaking, compared with low score listeners, high score listeners adopt planning strategy, monitoring strategy, new words strategy, marking strategy, elaboration, prediction and multi media using strategies more frequently. This indicates that meaning based top down processing is especially important in listening comprehension. Some implications and suggestions can also be obtained from the results. 1. The present study provide some theoretical reference for the study on third language learners’ acquisition of target language. 2. For Uygur min kao min English majors, they should be clear what strategies should be used under specific circumstances. 3. For Uygur English majors, they should learn to adopt the meaning based top down processing model during listening. 4. For Uygur English majors, they should remember words by its English meaning, because the translation from English to Chinese and then to Uygur will be a heavy burden for them, which will impede the processing greatly. Furthermore, the teaching of Chinese should also be strengthened to avoid the translation from Chinese to Uygur. Key Words Uygur English majors, Listening strategies, High score, Low score group, Differences in using listening strategies List of Tables V List of Tables Table 2 1 Description of the Subjects 29 Table 2 2 Description of the Questionnaire ...30 Table 3 1 Description of Frequency Level 33 Table 3 2 Mean and Standard Deviation of the Main Categories ... 33 Table 3 3 Mean and Standard Deviation of Sub Categories of Metacognitive Strategies ..34 Table 3 4 Mean and Standard Deviation of Sub categories of Cognitive Strategies ..37 Table 3 5Mean and Standard Deviation of Sub Categories of Social/Affective Strategies . .41 Table 3 6 T test of the Use of Meta Cognitive Strategies between High Score and Low Score Listeners 43 Table 3 7 T test of the Use of Cognitive Strategies between

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