英语听力策略训练的实证研究  

Empirical Study on Diagnostic Training of Listening Strategies

作　　者：王家洋[1] 

机构地区：[1]北京理工大学珠海学院,广东珠海519085

出　　处：《科学与管理》2009年第4期104-108,共5页Science and Management

摘　　要：本实验由140名大学生参加，其目的旨在测定课堂听力教学的有效性，并对课堂听力进行针对性的诊断式策略训练，以便弄清这种诊断式训练是否比学生自己随机自我学习更有利于提高学习者的听力理解水平。在进行策略训练的试验开始之前和之后，分别对两个小组进行了测试。统计数据显示，①实验前后对比，非实验组平均成绩提高6．3分；实验组平均成绩提高13．8分。②实验后，两组进行对比的独立样本T检验，平均成绩均差显著水平值达到统计显著意义。（3）两组分别与自己实验前平均成绩相比，配对样本检验的均差显著水平值分别达到统计显著意义。实验组取得的成绩更为显著：统计量t值为27．2；而非实验组统计量t值仅为11．7。检验结果启示，课堂听力策略诊断式训练有其必要性，它能更为有效地提高学习者听力理解能力，促进自主学习能力的培养。140 students entered an experiment, the objective of which was to identify whether Field＇s diagnostic classroom strategy training was more effective in improving their comprehension and Autonomy than their self-access listening practice could be. The results reported. （1）Mean difference of the Trained Group demonstrated a significant achievement increase by 13. 8 and a decrease in S.D., while the Self-access Group an achievement increase by 6.3 （2）Independent Samples Test Sig. （twotailed）--0.000 reported significant mean difference between the two groups after training. （3）Compared to pro-training, beth groups did make progress; But Trained Group achieved a more significant progress with reported statistic t-value of Paired Samples Test t=27.197, much higher than that of the Self-acoess Group t=11.703. It was suggested that classroom Field＇s diagnostic strategy training would be more effective in improving listening comprehension and Autonomy capability.

关 键 词：听力理解 听力学习策略 课堂策略训练 诊断式训练 

分 类 号：G642[文化科学—高等教育学]