大学英语听力课堂中的学习策略教学

本研究首先于Anderson的认知技能获得模式和听力理解过程工作模式的理论基础上建立了一个新的基于学习者的四步策略训练模式,使得策略训练更有针对性和可操作性,即1)决定学习者的需要及选择好要教的策略,2)实施策略训练,3)评估策略训练,4)修订策略训练。这四个步骤循环贯穿于培训过程的始终。然后文章以一次为期二十周的听力策略训练证实了策略培训及以上训练模式的有效性。实验对象为本文作者所教授的两个自然班共116名福州大学工程技术学院的非英语专业的学生,两个班分别组成实验组和对照组接受为期20周的实验教学,并接受前后听力测试。数据分析则在实验教学和测试成绩的增加中寻找联系。结果证明,后测中的实验组成绩明显优于控制组,即上述理论框架指导下的听力策略培训能有效地促进学生听力水平的提高,且培训的有效性因学生听力水平的不同而不同。

Learning Strategies Teaching in College English Listening Class

This thesis has displayed a research on establishment of Four-Step-Strategic-Training mode for beginners,which is based on the Anderson's theory of Skill Acquisition mode and listening comprehension working process.The four steps include: to decide the strategies according to learner's need,to implement the strategic training,to appraise the strategic training and revise the strategic training.The four steps have run through the whole training process.The thesis has demonstrated an experiment of listening strategic training taken by 116 non-English-major students.The author had divided the two classes into two groups for 20 weeks listening teaching,the result showed the group which had taken strategic training was obviously better than another one.