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图式理论在英语听力教学中的应用

作　者: 王妍
导　师: 葛纪红
学　校: 江苏科技大学
专　业: 外国语言学与应用语言学
关键词: 听力理解图式理论语言图式形式图式内容图式
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 180次
引　用: 0次
阅　读: 论文下载

内容摘要

听、说、读、写四种语言技能中,听力理解是一项重要的交流技能。听力还是语言学习者最困难的任务之一。听力理解一直以来被认为是一种被动的过程,事实上,听力是一种积极主动的过程。在听的过程中,听者想要获得的是对说话人所说内容的理解。要达到这种理解,听者要利用语境线索,背景知识并依靠许多学习策略,带着目的去理解说话人的意思。在中国传统的听力课中,学生被动地听录音或看录像,然后被要求回答问题,整个过程中没有人给他们提供任何提示或背景知识。这样的听力教学不能很好地培养学生的能力。从学生在听力考试中听写部分的错误分析可以看出,学生缺乏语言图式、形式图式和内容图式。针对以上问题,本论文以图式理论指导听力教学为研究课题,以期找到有效的途径来提高大学英语听力教学的教学效果。图式理论认为,听者对背景知识的了解在听力过程中起着关键作用。根据图式理论,听力理解是学习者的背景知识和文本内容互动的过程,知识可以从已知转移到新知,因此建议大学英语听力课上教师应帮助学生激活他们的背景知识,并利用它们来理解新的文本。听者以前所获得的知识就是听者的背景知识,背景知识包括听者以前所学的各种知识,如语言知识、社会知识、文化背景、生活常识等等。这些背景知识的结构就被称为图式。图式知识一般分为三类:语言图式(语言的解码和编码能力)、形式图式(文章的修辞结构和文体形式)和内容图式(文章的文化内涵背景知识等)。图式理论对听力有指导意义,在听力过程中,听者应该激活自己已有的背景知识,并利用它们来理解新的课文。听力理解就好比在旧知识和新知识之间搭一座桥,听者要联系旧知识去理解新知识。听者对新课文的理解在很大程度上取决于是否激活了他们相关的背景知识。因此,教师应通过各种途径提供有关的背景知识,以便学生用来预测和理解听到的信息,最终达到对中心思想的理解。根据图式理论,有一些教学法可以用来指导听力教学。如听取大意和选听相结合;听前教师和学生都要做充分的准备;针对不同的听力材料制定不同的任务;听力课文应和学生的生活相关;听力课上教师应采取一些策略来教,而不全是考察;教师要激励听者积极主动地听,培养听者有意识的听力策略。根据图式理论,还有一些教学方法可以用来指导听力教学的三个教学活动(听前,听中,听后)。如在听前教学活动中,可采用“语义映射”等方式。本文将所听的文章分成两类:内容熟悉的文章和内容不熟悉的文章。对内容熟悉的文章,学生己经建立了文章大意,教师应引导学生掌握语言知识,例如如何根据语言特征预测下文;如何猜测新单词及其意义;辨认有重要信息的重读单词;以及通过解释、重复来巩固句型结构词组等。对内容不熟悉的文章,教师应设法去激活学生相关的背景知识,让他们听懂大意,从而达到意义的重构。例如教师可提供相关的背景知识;依据关联词听大意;选听内容以获得重要细节。这样,学生在听的时候是积极主动的,在听不同材料时也达到了不同的听力目的的要求。本研究致在通过对图式理论机制更深入的了解,帮助学生自觉或不自觉地利用图式来激活对信息的处理,增强他们的英语听力水平。

全文目录

Acknowledgements  5-6
Abstract  6-9
摘要  9-14
Chapter One Introduction  14-20
  1.1 Listening Comprehension and the Teaching of English Listening  14-17
    1.1.1 Nature of Listening Process  14-15
    1.1.2 Factors Influencing Listening Comprehension  15
    1.1.3 Problems in the Traditional Listening Teaching in China  15-17
  1.2 The Objective of this Thesis  17-18
  1.3 General Organization of this Thesis  18-20
Chapter Two A General Introduction to Schema Theory  20-28
  2.1 History of the Notion of Schema  20-22
  2.2 Categories of Schema  22-24
    2.2.1 Linguistic Schemata  22-23
    2.2.2 Formal Schemata  23
    2.2.3 Content Schemata  23-24
  2.3 Common Features of Schemata  24-25
    2.3.1 Schema as a Hierarchically-constructed Knowledge Structure  24
    2.3.2 Schema as an Abstract Knowledge Structure  24-25
    2.3.3 Schema as an Active and Dynamic Constructive Process  25
    2.3.4 Schemata Have Slots or Variables  25
  2.4 Studies of Schema Theory in Recent Years  25-28
Chapter Three Implication of Schema Theory in English Listening Teaching  28-41
  3.1 Implications for Listening Discourse Construction from the Schematic Perspective  28-34
    3.1.1 How to Select Appropriate Text  29-30
    3.1.2 Provide Enough Information to Help Learners Activate the Schema  30-32
    3.1.3 How to Design Appropriate Tasks  32
    3.1.4 How to Set the Difficult Level of a Text  32-34
  3.2 Implications for the English Language Classroom  34-36
    3.2.1 Creating Reasons for Listening  34-35
    3.2.2 Building Confidence in Listening to English  35-36
  3.3 Principles of Teaching Listening Comprehension with Schemata  36-41
    3.3.1 Learners Should Relate the New to the Known  36
    3.3.2 Knowledge Can Be Transferred  36-37
    3.3.3 Teachers Should Do Necessary Preparation Work  37-38
    3.3.4 Different Kinds of Listening Should Be Adopted  38-39
    3.3.5 Different Listening Materials Demand Different Listening Tasks  39
    3.3.6 Listening Texts Should Be Relevant  39-40
    3.3.7 Listening Comprehension Lessons Should Be Taught, Not Be Tested  40-41
Chapter Four Application of Schema Theory to the Teaching of English Listening  41-57
  4.1 Application of Schema Theory in Different Types of Listening Materials  41-43
    4.1.1 Application of Linguistic Schema in Warming-up Activities  41
    4.1.2 Application of Formal Schema in Most Types of Listening Materials  41-42
    4.1.3 Application of Content Schema in Argumentative Types of Listening Materials (News Report)  42-43
  4.2 Familiar and Unfamiliar Schematic Content and Teaching of Listening  43-49
    4.2.1 Making Predictions  44-46
    4.2.2 Guessing New Words  46-47
    4.2.3 Paraphrasing and Making Repetition  47-48
    4.2.4 Providing Background Knowledge  48-49
  4.3 Three Steps’Listening Activities with the Guideline of Schemata  49-55
    4.3.1 Preliminary Work  49-50
    4.3.2 Feasible Pre-listening Activities  50-53
    4.3.3 While-listening Activities  53-54
    4.3.4 Post-listening Activities  54-55
  4.4 Listening to a Variety of Authentic Materials  55-57
    4.4.1 Selecting Authentic Materials  55-56
    4.4.2 How to Teach with the Authentic Materials  56
    4.4.3 Selecting Realistic Materials  56-57
Chapter Five Building Schema in English Listening Teaching  57-67
  5.1 Building Linguistic Schema  57-64
    5.1.1 Building Phonological Schema  57-61
      5.1.1.1 The Significance of Building Phonological Schemata  57-59
      5.1.1.2 Suggestions for Building Phonological Schemata  59-61
    5.1.2 Building Lexical Schema  61-64
  5.2 Building Content Schema  64-65
  5.3 Building Formal Schema  65-66
  5.4 Building Strategy Schema  66-67
Chapter Six Experimental Studies  67-84
  6.1 Framework of the Experiment  67-70
    6.1.1 Objectives and Hypotheses  67
    6.1.2 Subjects  67-68
    6.1.3 Instruments  68
    6.1.4 Treatment  68-69
    6.1.5 Procedures  69-70
  6.2 Teaching Practice, Data Collection and Analysis  70-78
    6.2.1 Selection of Listening Materials  70
    6.2.2 Pre-listening Activities  70-74
    6.2.3 While-listening Activities  74-76
    6.2.4 Post-listening Activities  76
    6.2.5 Analysis of Students’Performance in the Pre-test and Post-test  76-78
  6.3 Think-aloud Study  78-84
Chapter Seven Conclusion  84-88
  7.1 Pedagogical Implications  84-86
  7.2 Limitations and Suggestions for Further Study  86-88
Bibliography  88-92
Appendix  92-108
Published Papers  108-109
详细摘要  109-114

图式理论在英语听力教学中的应用

内容摘要

全文目录

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