Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance  

读-听融合的续听写对中国英语学习者听力表现的影响研究

作　　者：Haiyan MIAO 缪海燕(江西师范大学外国语学院)

机构地区：[1]Jiangxi Normal University

出　　处：《Chinese Journal of Applied Linguistics》2021年第3期417-429,432,共14页中国应用语言学（英文）

摘　　要：This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language(EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of firstyear Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation(i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.本研究考察了读-听融合的续听写对中国大学阶段英语学习者听力表现的作用。与以往聚焦边听边读的听力发展研究不同,本研究将读和听两种技能融入听写任务,读完之后续听写。受试为两组大学一年级中国英语学习者,他们分别交叉完成传统听写和读-听融合的续听写。通过分析听写表现、任务感知问卷和事后访谈的数据,研究发现:1)读-听融合的续听写比传统听写更利于英语学习,而且学习效果与听写文本难度成正比;2)读-听融合的续听写利于增强英语学习者的信心和兴趣,并促成听力中的策略使用。

关 键 词：reading-listening integrated dictation listening-only listening performance 

分 类 号：H319.3[语言文字—英语]