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高校英语听力教学中的语用策略应用

作　者: 钱亦斐
导　师: 梁梅
学　校: 贵州师范大学
专　业: 外国语言学及应用语言学
关键词: 语用原则听力语用策略语用意识语用能力听力教学
分类号: H319
类　型: 硕士论文
年　份: 2008年
下　载: 307次
引　用: 0次
阅　读: 论文下载

内容摘要

听力作为人类语言交流的一种最基本的方式,被广泛运用于日常交际活动中。离开了听和说,我们日常交际就很难实现。众所周知,人类首先是通过听来接触和学习语言的。英语学习者要想提高自己的语言水平,必须提高自己的听力理解能力。听力教师长期以来都在有限的课题时间内不遗余力地帮助学生扫除听力学习的障碍,提高他们的听力能力。听力教学在高校英语专业教学中占据了非常重要的地位。然而,对于已经学习了12年英语的许多英语专业的学生而言,因为自己的听说能力比较差而不敢用英语同其他人交际的现象仍然很普遍。因此在同英语国家的人进行交际时出现的交际失败的现象也屡屡发生。然而听力教师已经开始探索听力教学及听力能力提高的方法。传统意义上的听力教学由于是以结构主义和行为主义心理学为理论基础,把听力理解作为一个被动的,一成不变的过程。听力教学仅仅停留在个别单词、短语的理解这一层面上。忽略了学生语用意识和能力的培养,这样极大的阻碍了学生听力理解能力的提高。语用学是研究在特定情景中的特定话语,特别是研究在不同的语言交际环境下如何理解和运用言语的过程的学科,与英语学习特别是听力学习有着非常密切的联系,所以研究学生学习听力过程中的语用策略对帮助学生提高语言应用能力具有极其重要的意义。研究者在实验中主要采用了定量分析的方法,同时采用SPSS统计软件对实验数据进行收集和分析。在教学试验中以会话含义理论,合作原则,面子理论等语用学基本理论为辅,用以说明将语言学策略研究应用于大学听力教学的确对学生的听力理解能力提高有所帮助。总而言之,在听力教学中对学生渗透语用策略的应用,可以使教师用更坚实的理论基础以及更多的教学手段,从而更好地帮助学生提高听力和语用水平,也能使高校的英语听力课在学生的学习中起到重要作用。

全文目录

ACKNOWLEDGEMENTS  5-6
ABSTRACT  6-9
摘要  9-15
Chapter One Introduction  15-18
  1.1 Study Background and Proposition-making Basis  15-16
  1.2 Structure of the Thesis  16-18
Chapter Two Literature Review on Pragmatic Studies and Listening Comprehension  18-39
  2.1 Literature Review on Pragmatics  18-23
    2.1.1 The History Background of Pragmatics  18-20
    2.1.2 The Definition of Pragmatics  20-23
  2.2 Theoretical Foundation of Pragmatics  23-34
    2.2.1 Principles of Conversational Implicature  23-26
    2.2.2 Introduction of Grice’s Co-operative Principle  26-27
    2.2.3 Flouting of Maxim of Co-operative Principle  27-30
    2.2.4 Pragmatic Studies on Politeness Principle  30-31
    2.2.5 “Face” Theory  31-34
  2.3 Literature Review on the Nature of Listening Comprehension  34-39
    2.3.1 A Historical Overview of the Development of Listening  34-36
    2.3.2 Linguistic Processing in Listening Comprehension  36-39
      2.3.2.1 Perceiving Speech  36
      2.3.2.2 Recognizing Words  36-37
      2.3.2.3 Pragmatic Processing during Listening  37-39
Chapter Three Research on Teaching Listening Comprehension to English Major Students  39-48
  3.1 Principle of Instructional Design  39-40
  3.2 Historical Background of Research on Teaching Listening  40-41
  3.3 Present Situation on Teaching Listening Comprehension in Colleges  41-42
  3.4 Strategy Training in Listening Comprehension Learning for English Major Students  42-45
    3.4.1 Defining Strategies  42-43
    3.4.2 Listening Strategy Training  43-45
  3.5 Pragmatic Processing in Listening Comprehension and Potential Problems  45-48
Chapter Four Research Design: Applying Strategies Related to Pragmatic Principles in English Major Listening Teaching  48-61
  4.1 Objective of the Research  48-49
  4.2 Subjects of the Research  49
  4.3 Research Design and Procedures of the Research  49-51
  4.4 Data collection and Analyzing  51
  4.5 Researching Process: Applying Strategies Related to Pragmatic Principles  51-61
    4.5.1 Procedures in Applying Strategies Related to Pragmatic Principles  51-52
    4.5.2 How the Researcher Input the Knowledge of Pragmatic Principles  52-61
Chapter Five Results of the Research  61-82
  5.1 Data Collected from the Pilot Study  61
  5.2 Data Collected from the Questionnaire  61-67
    5.2.1 General Information about Students  62-63
    5.2.2 The Difficulties Students are Confronting  63
     5.2.3 Students’ opinion on attending listening courses  63-65
    5.2.4 Students’Awareness of the strategies of pragmatic principles  65-66
    5.2.5 Result and Summary of the Questionnaire  66-67
  5.3 Results of “Pre-test”  67-70
  5.4 Results of “Post-test”  70-73
  5.5 Research Results and Discussion  73-82
Chapter Six Conclusion  82-88
  6.1 Conclusion of the Research  82-83
  6.2 The Limitation of the Research  83-85
  6.3 Suggestions to Teachers and Researchers for Future Research  85-88
References  88-91
Appendix 1 Pilot Study  91-93
Appendix 2 Questionnaire  93-96
Appendix 3 Pre-Test  96-100
Appendix 4 Post-test  100-104
Appendix 5 Materials for Research  104-111

高校英语听力教学中的语用策略应用

内容摘要

全文目录

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