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试析句法的冗余与简化现象对中国学生听力理解的影响

作　者: 黄晓苑
导　师: 何广铿
学　校: 华南师范大学
专　业: 英语语言文学
关键词: input hypothesis features of foreigner talk information processing syntactic simplification syntactic elaboration global questions local questions listening test listening comprehension
分类号: H319.9
类　型: 硕士论文
年　份: 2002年
下　载: 94次
引　用: 0次
阅　读: 论文下载

内容摘要

This thesis reports on a study which investigated the effects of both syntactic modifications (syntactic simplification vs. syntactic elaboration) and question types (global question vs. local question) on EFL learners’ listening comprehension in China. A listenign pre-test was administered to 90 second-year English majors from three intact classes in a University in China. Scores of the pre-test showed they were at the same level of listening proficiency. In the research test, the listening stimuli consisted of three listening text types: (a) unmodified; (b) syntactically simplified; (c) syntactically elaborated. The syntactic complexity contained in the three text types was measured by words per T-unit and S-nodes per T-unit. Comprehension was assessed by 17 multiple-choice test items. The results indicated that both syntactic simplification and elaboration were an aid to EFL learners’ listening comprehension, but the facilitative effect of syntactic elaboration on listening comprehension was superior to syntactic simplification to a significant extent. A significant interaction between syntactic modification and question types was also found. Syntactic elaboration had a significant impact on the listeners’ comprehension for information contained in both global questions and local questions, while syntactic simplification facilitated only significantly on the listeners’ process of local questions. Implications for pedagogical listening materials, EFL learning and teaching are suggested.

全文目录

Acknowledgements  9-10
Abstract  10-11
Abbreviations  11-12
Chapter One Introduction  12-16
Chapter Two Literature Review  16-30
  2.1 Krashen's input hypothesis  16-18
  2.2 Foreigner talk  18-30
    2.2.1 The definition of FT  18-19
    2.2.2 Linguistic modification of FT  19-21
    2.2.3 Interactional modification of FT  21-23
    2.2.4 Input simplification and elaboration  23-25
      2.2.4.1 The definition of simplification and elaboration  23-24
      2.2.4.2 Problems with simplification  24-25
    2.2.5 Syntactic modification on listening comprehension and memory  25-27
    2.2.6 Measures of Syntactic Complexity  27-30
Chapter Three Related Literature on Empirical Studies  30-36
  3.1 Empirical studies on the effect of syntactic modification  30-33
    3.1.1 Blau (1990)  30-31
    3.1.2 Chiang and Dunkel (1992)  31-32
    3.1.3 Cervantes, R and G. Gainer (1992)  32-33
    3.1.4 Su Jing (2000)  33
  3.2 Summary  33-36
Chapter Four Research Hypotheses and Design  36-47
  4.1 Research purposes and hypotheses  36-38
  4.2 Methods  38-45
    4.2.1 Subjects  38-40
    4.2.2 Materials  40-43
    4.2.3 Instrumentation  43-45
      4.2.3.1 Listening comprehension test  43-44
      4.2.3.2 A probe of topic familiarity  44
      4.2.3.3 The reliability of the research test paper  44-45
  4.3 Procedures  45-46
  4.4 Scoring method  46
  4.5 data analysis  46-47
Chapter Five Results and Discussions  47-57
  5.1 Results of the experiment  47-52
    5.1.1 Results of the post-test questionnaire  47
    5.1.2 Effects of syntactic modification on overall listening comprehension  47-49
    5.1.3 Interaction of syntactic modification and question types  49-52
      5.1.3.1 Interaction of syntactic modification and global questions  49-51
      5.1.3.2 Interaction of syntactic modification and local questions  51-52
  5.2 Discussions  52-57
    5.2.1 The effect of syntactic modification on listening comprehension of EFL learners in China  52-54
    5.2.2 Interaction of syntactic modification and question type in listening comprehension  54-57
      5.2.2.1 Interaction of syntactic modification and global questions  54-55
      5.2.2.2 Interaction of syntactic modification and local questions  55-57
Chapter Six Conclusions  57-61
  6.1 Principal findings of the present study  57
  6.2 Implications of syntactic modification for EFL listening teaching and learning  57-59
  6.3 Limitations of the study and suggestions for further study  59-61
References  61-65
Appendixes  65-88
  Appendix 1 Pre-test paper and answers  65-70
  Appendix 2 Research test paper, transcripts and answers  70-81
  Appendix 3 Characteristics of three versions of passages  81-84
  Appendix 4 Post-test questionnaire  84-85
  Appendix 5 Pre-test scores  85-86
  Appendix 6 Research test scores  86-88
    Appendix 6.1 Scores of the control group 1 (the unmodified version)  86-87
    Appendix 6.2 Scores of the experimental group 2 (the syntactically simplified version)  87-88
    Appendix 6.3 Scores of the experimental group 3 (the syntactically elaborated version)  88

试析句法的冗余与简化现象对中国学生听力理解的影响

内容摘要

全文目录

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