淺析大專高職英語(yǔ)詞匯教學(xué)對(duì)聽(tīng)力理解能力的影響

1、. . . 碩士學(xué)位論文論文題目 ：The Impact of Vocabulary Teaching on Listening Comprehension-From the Aspect of Higher Vocational Colleges高職高專英語(yǔ)詞匯教學(xué)對(duì)聽(tīng)力理解能力的影響258 / 258學(xué)科專業(yè)名稱申請(qǐng)人導(dǎo) 師 姓 名論文提交時(shí)間課程與教學(xué)論（英語(yǔ)）The Impact of Vocabulary Teaching on Listening Comprehension-From the Aspect of Higher Vocational Colleges高職高專英語(yǔ)詞匯教

2、學(xué)對(duì)聽(tīng)力理解能力的影響Under the supervision of Professor Liu QianAThesisSubmitted toSchool of Foreign LanguagesOf Shandong Normal UniversityIn Candidacy for the Degree of Master of EducationShandong Normal UniversityJinan, Shandong,ChinaMay, 2012ContentsAbstract . I摘要. IIIIntroduction. 11.2.3.4.Background . 1B

3、rief introduction to vocabulary teaching in Higher Vocational Colleges . 2Reasons for choosing this topic . 3Purposes of the study . 45. Layout of the thesis . 6Chapter One Literature Review . 81.1 A brief history of English language teaching . 81.2 Study of English vocabulary teaching and learning

4、. 101.2.1 Direct and indirect vocabulary learning. 101.2.2 Vocabulary the learners need to know . 111.2.3 Approaches to vocabulary learning. 11Chapter Two Theoretical Framework . 132.1 Vocabulary knowledge . 132.1.1 Definition of the word. 132.1.2 Contents of vocabulary knowledge. 142.2 Lexical chun

5、ks . 172.2.1 The definition of lexical chunks . 172.2.2 The functions of lexical chunks . 182.3 Listening Comprehension . 182.3.1 The importance of listening . 182.3.2 Process of Listening Comprehension. 182.3.3 Factors affecting listening comprehension . 202.3.4 Taking advantage of lexical chunks t

6、o facilitate listeningcomprehension . 21Chapter Three Research Design. 223.1 Research Questions . 223.2 Hypotheses . 223.3 Subjects . 233.4 Instruments. 233.5 Procedure and data collection . 263.5.1 Procedure and data collection for the pre-test. 263.5.2 Procedure of the experiment . 273.5. 3 Data c

7、ollection for the post-test . 35Chapter Four Results and Analysis . 364.1 Results and data analysis for the pre-test . 364.1.1 Statistics . 364.1.2 Further Comparison of Correlation Analyses in the Two Subsamples . 374.1.3 Correlation Analyses in the Small-Vocabulary-Size Sample . 384.1.4 Correlatio

8、n Analyses in the Large-Vocabulary-Size Sample . 394.1.5 Comparison of Correlation Analyses in the Two Subsamples . 394.2 Results and data analysis for post-test . 404.2.1 The data of post-test . 404.2.2 The effect for improving students listening proficiency in theexperimental class . 414.3 Major f

9、indings. 41Chapter Five Suggestions for Vocabulary Teaching on Listening Comprehension. 445.1 Enhancing students motivation . 445.2 Raising students awareness of the lexical chunks in English . 445.3 Teaching listening with the help of lexical chunks. . 445.4 Emphasizing the importance of accumulati

10、on. . 45Conclusion . 46Bibliography . 48APPENDIXApplied English Test for Vocational Colleges (Grade A, June., 2010). 52APPENDIXApplied English Test for Vocational Colleges (Grade A, Dec., 2010). 55APPENDIX College English Test-Band 4 (June, 2010) . 58APPENDIX College English Test-Band 4 (Dec., 2010)

11、. 63APPENDIX Vocabulary Level Test (receptive). 68APPENDIX Vocabulary Level Test (productive) . 78Published Papers . 83Acknowledgements . 84AbstractIn English language learning, the role listening plays cannot be ignored.Listening is an important way of language input, and it is the premise of succe

12、ssfulcommunication. However, in the practical teaching, the author found that most of thestudents have a poorer listening proficiency compared with their reading, speaking, orwriting ability. When doing listening practice, many students can only seize severalsingle words, from which seldom could stu

13、dents guess what is going on, let aloneunderstand the speaker's implication or intentions. Chinese students lie in the Chineseenvironment, lacking an English environment, which adds difficulty to studentslistening practice. However, its true that no matter for the quality education or theexam-or

14、iented education listening is in an increasing demand. Such situation raises aproblem for English teachers: How to effectively improve the students listeningability?Wondering about the solution to this problem, the author designed this study. In thisstudy, two research questions are raised in advanc

15、e: (1) Does vocabulary knowledgecontribute to the success of listening comprehension and to what extent? (2) Canlexical-chunk-oriented vocabulary teaching benefit students in their listeningcomprehension?Based on related researches carried out by Michael Lewis about the relationshipbetween lexical p

16、hrases and listening comprehension, the author fulfilled theexperiment to explore whether lexical-chunk-oriented vocabulary teaching canimprove the students' listening ability. Though lexical chunks are labeled in differentways by different researchers, in this thesis, all the linguistic units,

17、larger than a singleword, having integral forms, idiomatically determined meaning and pragmaticfunction, and occurring commonly together are regarded as lexical chunks. Manyresearchers have researched on lexical chunks. Those of Michael Lewis (1993, 1997)and Nattinger and Decarrico (1992) have made

18、special contribution to arousingpeoples attention to lexical chunks and laid theoretical foundation for later researchesIn this paper, the author introduces the psychological process and characteristicIof listening comprehension, and then points out in specific listening activities, thelistener shou

19、ld be fully aware of the existence of lexical chunks and actively applythem in order to promote listening comprehension. Lexical chunks can improve thelistener's short-term memory capacity, reduce information processing burden, andhelp the listeners to predict effectively, therefore, if the list

20、ener can accumulate acertain amount of lexical chunks and can make full use of them when doing listeningpractice, then the listener will greatly improve his/her listening proficiency.The participants of the study come from Shandong Economic ManagementCollege, majoring in accounting and belonging to

21、two classes. Scores of listening testsin the pre-test indicate that the listening ability of the two classes doesnt have muchdifference, so the two classes are randomly labeled as the experimental class and thecontrol class. The experimental period is 16 weeks. During this period, theexperimental cl

22、ass are taught by the new teaching method, both in the vocabularyteaching and listening practice, while the control class continue to be taught by thetraditional teaching method. The listening tests implemented at the end of theexperiment shows the scores for the two classes appear significant diffe

23、rence: Theaverage score of the experimental class is significantly better than that of the controlclass. Thus, the results reveal that the students' vocabulary knowledge has a positivecorrelation with their listening comprehension, which is consistent with the authorsdaily observation, and that

24、lexical-chunk-oriented vocabulary teaching can improvelistening comprehension ability.However, there are many other factors influencing listening comprehension, suchas: students intelligence, their desire to improve, their enthusiasm, the psychologicalstate when doing listening practice, the difficu

25、lty of the listening materials and so on.The author couldnt separate one influential factor from another. Therefore, this studyhas many deficiencies, inviting other researchers to further validate the theory.Key Words: listening comprehension; vocabulary teaching; lexical chunksCategory number: H319

26、II摘要在英語(yǔ)學(xué)習(xí)過(guò)程中，聽(tīng)力的作用不容忽視。聽(tīng)既是語(yǔ)言輸入的重要途徑，也是成功交際的前提。然而，在實(shí)際教學(xué)中，筆者發(fā)現(xiàn)大多數(shù)學(xué)生在聽(tīng)、說(shuō)、讀、寫(xiě)四大技能中，最為薄弱的就是聽(tīng)力。很多學(xué)生在做聽(tīng)力練習(xí)時(shí)只能抓住所聽(tīng)容中的單個(gè)字詞，卻難以理解整句的意思，就更不用說(shuō)理解說(shuō)話人的言外之意或真正意圖了。中國(guó)學(xué)生身處漢語(yǔ)環(huán)境，缺少聽(tīng)說(shuō)的實(shí)際語(yǔ)境，從而使得學(xué)生的聽(tīng)力提高成為一大難題。而如今，無(wú)論是素質(zhì)教育還是應(yīng)試教育都對(duì)聽(tīng)力有著越來(lái)越高的要求。這就給英語(yǔ)教師提出了一大難題：如何行之有效的提高學(xué)生的能力?；诮鉀Q這一實(shí)際問(wèn)題的需要，作者設(shè)計(jì)并開(kāi)展了本文所述之實(shí)驗(yàn)。實(shí)驗(yàn)之前，預(yù)設(shè)了兩個(gè)問(wèn)題：1）學(xué)生的詞匯知識(shí)對(duì)

27、聽(tīng)力理解是否有影響？在多大程度上有影響？2）以詞塊為主的詞匯教學(xué)是否能促進(jìn)學(xué)生英語(yǔ)聽(tīng)力能力的提升？本文依托著 Michael Lewis 的詞匯短語(yǔ)理論和聽(tīng)力理解的相關(guān)研究，通過(guò)實(shí)驗(yàn)探討了是否可以通過(guò)詞塊教學(xué)來(lái)促進(jìn)提高學(xué)生的聽(tīng)力理解能力。所謂詞塊，指的是那些出現(xiàn)頻率較高，形式和意義都比較固定的大于單個(gè)單詞的結(jié)構(gòu)，它具有形式的整體性特征、語(yǔ)義的約定俗成性與一定的語(yǔ)用功能。雖然對(duì)詞塊的稱呼不甚統(tǒng)一，但許多語(yǔ)言學(xué)者都對(duì)其進(jìn)行過(guò)研究。其中 Michael Lewis (1993, 1997) 和Nattinger 與 Decarrico（1992）對(duì)詞塊的研究為詞匯短語(yǔ)教學(xué)法奠定了理論基礎(chǔ)，使詞塊的作

28、用逐步引起了人們的重視。論文結(jié)合聽(tīng)力理解的過(guò)程與特征指出在具體的聽(tīng)力活動(dòng)中，聽(tīng)者應(yīng)該充分意識(shí)到詞塊的存在并主動(dòng)利用詞塊以促進(jìn)聽(tīng)力理解的有效進(jìn)行。詞塊可以提高聽(tīng)者的短時(shí)記憶能力、減輕信息加工負(fù)擔(dān)、幫助聽(tīng)者有效預(yù)測(cè)，因而如果聽(tīng)者積累一定量的詞塊并能在聽(tīng)力中充分利用，那么聽(tīng)者對(duì)聽(tīng)力語(yǔ)篇的理解能力就會(huì)大幅度提高。本研究的受試者為是省經(jīng)濟(jì)管理干部學(xué)院 10 級(jí)會(huì)計(jì)專業(yè)的兩個(gè)班。聽(tīng)力測(cè)試表明在實(shí)驗(yàn)前兩個(gè)班的英語(yǔ)聽(tīng)力水平?jīng)]有明顯差異，因而兩個(gè)班被隨機(jī)分為實(shí)驗(yàn)班和對(duì)照班。實(shí)驗(yàn)期為 16 周，在此期間，實(shí)驗(yàn)班接受新的教學(xué)方法，在詞匯教授與聽(tīng)力實(shí)踐時(shí)滲透詞塊相關(guān)容，而控制班繼續(xù)按傳統(tǒng)的方法授課。實(shí)驗(yàn)結(jié)束后，聽(tīng)力測(cè)

29、驗(yàn)顯示出兩個(gè)班的聽(tīng)力分?jǐn)?shù)出現(xiàn)比較顯著的差異，實(shí)驗(yàn)班明顯III好于控制班。因而，實(shí)驗(yàn)結(jié)論表明學(xué)生的詞匯量與詞匯深度知識(shí)與聽(tīng)力理解存在著正相關(guān)關(guān)系，這一點(diǎn)和筆者的日常觀察基本一致，也表明詞塊教學(xué)有助于提高學(xué)生的聽(tīng)力理解水平。然而影響聽(tīng)力的因素有很多，比如：學(xué)生的智力水平、提高聽(tīng)力的愿望和積極主動(dòng)性、聽(tīng)力測(cè)試時(shí)的心理狀態(tài)、聽(tīng)力題目的難度等等，筆者在實(shí)驗(yàn)當(dāng)時(shí)并不能擯棄這些因素的影響，因此，本研究存在諸多不足之處，還有待其他研究者對(duì)此類研究做進(jìn)一步的驗(yàn)證，對(duì)該理論加以補(bǔ)充和完善。關(guān)鍵詞：聽(tīng)力理解；詞匯教學(xué)；詞塊中圖分類號(hào)：H319IVIntroduction1. BackgroundStudents o

30、f Higher Vocational Colleges come from different parts of the country,mainly from the located Shandong Province. They have developed their Englishlanguage skills for at least six years in senior middle school, some even for eight toten years, including several years in primary school. In Higher Voca

31、tional College,students have to receive one-and-a-half-year English class education to furtherimprove their English language skills. Listening comprehension seems to bear moresignificance as they will be required to apply English more than before, sinceinternational cooperation is strengthened and m

32、ore chances are given to them tocommunicate with foreigners in English. Also in kinds of English language tests, theproportion taken up by listening comprehension is large enough not to be neglectedby both teachers and students, and meanwhile, the percentage of this part tends toincrease. Yet what a

33、bout students current situation on listening comprehension?Mostly they look confused when they finish their listening materials. Some evendecide on the choices by drawing lots or head or tail. As asked about the contents theygrasped or understood, they would shake their heads. A better answer might

34、be I gotsuch or such words. As a teacher, one cant restrain oneself from wondering aboutthe reasons.During the teaching, I have heard many a time students complain in puzzlement.I have studied English for so many years but it seems I havent made noticeableprogress in it. I am always using more or le

35、ss the same words as I used in juniormiddle school in speaking and writing. And about listening comprehension, its all thesame. I never would know what they are talking about. This embodies the factualsituation of a considerable number of students.Ever since the beginning of teaching English as a fo

36、reign language in China, theprime mission of it is to cultivate such basic skills as listening, speaking, reading andwriting, and finally achieve the aim of improving students comprehensivecommunicative competence. Listening comprehension plays such a significant role1that many researchers and profe

37、ssionals recognize it. Wilga Rivers (1981) pointed outthat in the process of communicative activity, the time taken by listening, speaking,reading and writing is 45%, 30%, 16% and 9% respectively. More importance beingattached onto communicative competence, both teachers and students have beenconsci

38、ous of the usefulness listening expresses as a language for communication.However, in actual practice, teachers and students both find it a tough task tofulfill. To improve ones listening ability is no easy mission. Its an extremely activeprocess requiring the listener interpreting messages received

39、 through the ears withones knowledge of the world. The contradiction situation between the students poorperformance in listening comprehension and the listening requirements of collegestudents reminds us that some measures must be taken to change it.Many factors contribute to the difficulty of a bet

40、ter listening comprehension.Vocabulary, one of the three cornerstones of a language, should arouse awareness ofits important role it plays in listening comprehension. Many students may feel awfulwhen hearing a word but couldnt recognize it, even if he/she could easily interpret itwhen coming across

41、it in reading materials. This commonly existed phenomenonraised a question for teachers: how could we teachers teach vocabulary effectively soas to better students listening comprehension capability?2. Brief introduction to vocabulary teaching in Higher Vocational CollegesHigher Vocational Colleges

42、are generally considered as those of two- orthree-year-program colleges, with the aims of training students occupational skillsrequired in their later career. Most of the vocational college students score lower thanthose who attend universities in the National Entrance Examination. Due to theirpoore

43、r achievements in English their motivation of studying English is comparativelyweak.For many years, the vocabulary teaching has been mal-treated or neglected duepartly to a specialization in linguistic research on syntax and phonology which mayhave fostered a climate in which vocabulary was treated as a less important element inlearning a second language. The following statement by Gl