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学术听力构念研究

作　者: 王海萍
导　师: 邹申
学　校: 上海外国语大学
专　业: 英语语言文学
关键词: 学术听力构念任务目标任务要求认知过程语言能力
分类号: H319
类　型: 博士论文
年　份: 2014年
下　载: 4次
引　用: 0次
阅　读: 论文下载

内容摘要

本文对基于能力与基于任务的听力构念研究方法进行了综述，采用质化量化相结合的研究方法验证学术听力构念框架（ALC）。该构念框架突出了任务与能力之间的交互性并论证认知过程可以被认作为体现学术听力能力的指标。共收集了187份有效教师问卷与204份有效学生问卷，录入电脑，使用SPSS21.0进行主因子成分分析，并对从以上两组数据提取的主因子进行分析和比较，从教师角度和学生角度探究学术听力测试的任务要求。同时，从204个参与问卷调查的学生中抽取16位参与有声思维数据的收集，他们在听完一个小型学术讲座后完成基于讲座内容提纲的填空题，之后分段复述同一讲座。所有有声思维数据通过软件NVivo10.0进行誊录与编码，目的在于调查：1）考生的答题认知过程；2）任务目标与答题认知过程之间如何互动；3）不同能力考生在答题认知过程与复述过程中体现出来的差异。最后，对基于问卷因子分析的量化数据与基于有声思维及复述的质化分析数据进行相互印证。研究结果表明：ALC构念框架是个高度交互的模型，任务目标对体现能力水平的考生认知过程有直接影响。教师与学生问卷数据均表明学术听力任务要求主要由宏观及微观语篇建构、笔记记录及语音识别这几项因子构成，但几项因子的排序不尽相同。质化研究表明考生答题过程包括语音识别与选择性注意，意义与语篇建构及监控这几个认知过程。基于问卷调查数据的任务要求与基于有声思维数据的认知过程能够相互印证。不同能力考生在答题认知过程与复述过程中表现出来的差异主要体现在以下几个方面：语音模式的识别，关键词的捕捉，意义单位的联结，新信息与现存语篇表征的整合，语境语义连贯性的建构，证明认知过程可以被认作是学术听力能力的内在指标。以上发现能够帮助学术听力测试设计者更好地了解学术听力构念的本质，帮助教师开展更为有效的学术听力教学，帮助测试执行者加强学术听力测试使用的公平与公正性。

全文目录

ACKNOWLEDGEMENTS  4-6
中文摘要  6-7
ABSTRACT  7-9
LIST OF ACRONYMS  9-10
TABLES  10-12
FIGURES  12-13
TABLE OF CONTENTS  13-18
CHAPTER ONE INTRODUCTION  18-29
  1.1 The rationale of the current research  18-25
    1.1.1 Limited research in listening  19-21
    1.1.2 New challenges in academic listening research  21-23
    1.1.3 Gaps between requirement and reality  23-24
    1.1.4 Personal rationale  24-25
  1.2 Research focus and significance  25-26
  1.3 Structure of the dissertation  26-28
  1.4 Summary  28-29
CHAPTER TWO LITERATURE REVIEW  29-73
  2.1 Nature of academic listening  29-38
    2.1.1 Discourse structure  31-36
      2.1.1.1 Macro structure of academic lectures  31-33
      2.1.1.2 Discourse signaling cues  33-35
      2.1.1.3 Cognitive perspective of discourse structure  35-36
    2.1.2 Note-taking  36-38
  2.2 Importance of investigating construct  38-40
  2.3 Approaches to investigating academic listening construct  40-59
    2.3.1 The competence-based construct  41-55
      2.3.1.1 The sub-skill approach  42-43
      2.3.1.2 The strategy approach  43-47
      2.3.1.3 The cognitive approach  47-54
      2.3.1.4 Bridging result-oriented and process-oriented approaches  54-55
    2.3.2 Task-based construct  55-59
  2.4 Academic listening assessment  59-66
    2.4.1 International academic listening assessments  59-60
    2.4.2 Local academic listening assessments  60-66
      2.4.2.1 Task characteristics of TEM 8 academic listening  61-63
      2.4.2.2 The test format of TEM 8 academic listening  63-66
  2.5 A proposed construct framework for academic listening  66-72
  2.6 Summary  72-73
CHAPTER THREE RESEARCH METHODOLOGY AND METHODS  73-113
  3.1 Research methodology  73-80
    3.1.1 Positivism to interpretivism  73-76
    3.1.2 Mixed methods research—triangulation  76-80
  3.2 Research questions  80-82
  3.3. Research design and data collection  82-112
    3.3.1 Participants  82-89
    3.3.2 Research instruments  89-95
      3.3.2.1 Elicitation instruments  89-95
      3.3.2.2 Technical instruments  95
    3.3.3 Research process  95-112
      3.3.3.1 Questionnaire survey collection  95-96
      3.3.3.2 Qualitative data collection  96-112
  3.4 Summary  112-113
CHAPTER FOUR RESULTS  113-178
  4.1 The questionnaire survey  113-130
    4.1.1 Descriptive statistics  113-118
      4.1.1.1 Teachers  113-115
      4.1.1.2 Students  115-118
    4.1.2 Exploratory factor analysis  118-129
      4.1.2.1 Teachers  118-123
      4.1.2.2 Students  123-129
    4.1.3 Summary  129-130
  4.2 The test-taking TAPs  130-152
    4.2.1 An overview of test-takers’ test-taking cognitive processes  130-132
    4.2.2 The test-taking cognitive operation model  132-137
    4.2.3 Interaction between the task and cognitive processes  137-152
  4.3 The retelling protocols  152-173
    4.3.1 Participants’ overall cognitive operations in Phase 2  152-155
    4.3.2 Consistency between Phase 1 and Phase 2  155-164
    4.3.3 Comparison between a high-achiever and a low-achiever  164-173
  4.4 Interview data  173-176
  4.5 Summary  176-178
CHAPTER FIVE DISCUSSION  178-209
  5.1 Task demands  178-181
  5.2 Task targets and cognitive processes  181-185
    5.2.1 Levels of processing  181-182
    5.2.2 Linking task targets, task demands and cognitive processes  182-185
  5.3 Triangulation of task demands and cognitive processes  185-186
  5.4 Localized ALC model  186-192
    5.4.1 Features of the localized ALC model  187-188
    5.4.2 Further elaboration on the localized ALC model  188-192
      5.4.2.1 Decoding and selective attention  189-190
      5.4.2.2 Meaning and discourse construction  190-191
      5.4.2.3 Monitoring process  191
      5.4.2.4 Test-wiseness strategies  191-192
  5.5 Discrepancy in cognitive behavior between competence levels  192-201
    5.5.2 Decoding  193-194
    5.5.3 Selective attention  194-195
    5.5.4 Meaning construction  195-200
    5.5.5 Discourse construction  200-201
  5.6 Other aspects  201-207
    5.6.1 Retelling as a measure to assess academic listening construct  202-203
    5.6.2 Parsing complicated sentences  203-204
    5.6.3 Schema  204-205
    5.6.4 Working memory  205-207
  5.7 Summary  207-209
CHAPTER SIX IMPLICATIONS  209-222
  6.1 Implications for assessing academic listening  209-215
    6.1.1 Task format  209-210
    6.1.2 Task targets  210-214
    6.1.3 Integration of task types  214
    6.1.4 Extent of topical knowledge  214-215
  6.2 Implications for pedagogy  215-221
    6.2.1 Selective attention  215-217
    6.2.2 Meaning construction  217-218
    6.2.3 Discourse structure construction  218-220
    6.2.4 Paraphrase  220-221
  6.3 Summary  221-222
CHAPTER SEVEN CONCLUSION  222-231
  7.1 Verified ALC framework  222-225
  7.2 Answers to research questions  225-227
  7.3 Limitations of the current research  227-229
    7.3.1 The design of questionnaire  228
    7.3.2 Reliability and validity of the qualitative data  228-229
    7.3.3 Task type comparison  229
  7.4 Future development  229-230
  7.5 Summary  230-231
REFERENCES  231-248
APPENDIXES  248-275

学术听力构念研究

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