话语标记语对二语听力水平影响的实证研究  

作　　者：谢洁 

机构地区：[1]湖南理工学院外国语言文学学院,湖南岳阳414006

出　　处：《现代英语》2023年第3期73-76,共4页Modern English

基　　金：湖南省哲学社会科学基金项目“批判性思维视域下大学英语听力教学模式研究”(20YBA134)。

摘　　要：文章实证研究融合话语标记语的听力教学模式对不同二语听力水平的非英语专业学生的听力能力获得的影响。受试者为湖南理工学院非英语专业学生,分别来自提高班(高水平组n=33)和普通班(低水平组n=36),实验工具为听力测试和调查问卷。结果表明,在二语听力理解中,话语标记语有积极作用,而且基于话语标记语理论的听力教学模式相对听力水平高的学生而言,对听力水平低的学生更加有效。This paper is an empirical study of the effects of discourse markers-based listening teaching model on the acquisition of listening ability of non-English majors with different L2 listening proficiency. The subjects were Hunan Institute of Science and Technology non-English majors from the advanced class(high level N=33) and the basic level class(low level N=36). The results show that discourse markers play a positive role in L2 listening comprehension, and the teaching model based on the theory of discourse markers is more effective in improving the listening ability of low-level students than that of high-level students.

关 键 词：话语标记语 二语听力理解 统计分析 

分 类 号：H319[语言文字—英语]