建立外语听力困难的诊断指标体系——一项基于中国英语学习者的实证研究  

Constructing the Diagnostic Index for Language Learners’ Listening Comprehension Problems——An Empirical Study Based on Chinese English L2 Learners

作　　者：方岚[1] 

机构地区：[1]广州大学外国语学院

出　　处：《外语电化教学》2008年第5期51-56,共6页Technology Enhanced Foreign Language Education

摘　　要：本文以Anderson（1985）的听力理解模式为理论框架，建立了外语听力困难的诊断指标体系。该体系由四个指标组成，即能模拟出发音的单词比例、能正确辨义的单词比例、复述出的平均语段宽度、能够呈现主谓结构的小句比例。通过对代表三个不同听力水平的15名英语学习者的调查，本研究发现虽然总体来说水平高的受试在所有受测指标上的表现均好于水平低的受试，但不同水平的受试遇到的困难并不相同，显示该指标体系具有较好的诊断效果。该研究结果为设计更有针对性的听力训练方法提供了理论和经验基础。Based on Anderson＇s （1985） model of listening comprehension, the present study proposes a system of indices for diagnosing the difficulties encountered by L2 learners in listening comprehension. The proposed indices are： the percentage of words whose pronunciations are correctly imitated, the percentage of words whose contextual meanings are correctly identified, the average width of a sequence of words that are repeated, and the percentage of subject-verb clause that are repeated. An investigation of 15 Chinese EFL learners representing 3 proficiency levels shows that, although on the whole higher-level participants performed better than their lower-level counterparts on all indices, the difficulties encountered by the participants varied with their proficiency level, suggesting a good diagnostic ability of the system. The results of the investigation provide both theoretical and empirical foundations for designing listening skill training activities that are more tuned in to the particular needs of L2 learners.

关 键 词：听力 诊断指标 外语教学 

分 类 号：H319.3[语言文字—英语]