探寻听力教学的内涵:高校英语教师听力性质认知探究  

What listening entails:Exploring university English teachers'cognitions about the nature of listening

作　　者：高行珍 Lawrence Jun Zhang 秦利民 GAO Xingzhen;ZHANG Lawrence Jun;QIN Limin

机构地区：[1]太原理工大学外国语学院,山西太原030024 [2]西北师范大学外语学院,甘肃兰州730070 [3]济南大学外国语学院,山东济南250022

出　　处：《外语界》2023年第5期64-72,共9页Foreign Language World

基　　金：山西省哲学社会科学规划课题“TPACK框架下新时代高校外语教师数字素养现状与提升策略研究”(编号2022YE038)的阶段性成果。

摘　　要：听力是中国英语学习者最难习得的英语技能之一,探索教师听力性质认知有助于改善听力教学实践,提升听力教学效果。本研究采用混合研究法分析了160份英语教师问卷和5份半结构式访谈数据,对国内高校英语教师的听力性质认知进行探究。研究发现:(1)高校英语教师听力性质认知包含英语听力学习的影响因素、英语听力性质与特点、英语听力教学理念3个因子,其中因子1均值最高;(2)教师对听力性质的总体认知均值为3.80,认知水平较高;(3)教师的听力教龄、学历与听力性质认知显著相关,但职称与听力性质认知不具有相关性。研究结果对英语听力教学和教师发展具有一定借鉴意义。As listening is one of the most difficult skills for Chinese English learners to acquire,exploration into English teachers'cognitions about the nature of listening benefits their instructional practices and teaching effectiveness.Adopting a mixed-method approach,this study analyzes the data of questionnaires from 160 university EFL teachers and semi-structured interviews with 5 teachers to explore Chinese EFL teachers'cognitions about the nature of listening.The findings are as follows:(1)three important factors are found in university teachers'cognitions about EFL listening,i.e.the influencing factors of EFL listening learning,the nature and features of EFL listening,and the conceptualization of EFL listening instruction,of which the first one has the highest mean;(2)the mean of teachers'overall cognitions about EFL listening is 3.80,indicating their high level of cognitions about EFL listening;(3)teachers'length of teaching listening and education background are significantly correlated with their cognitions about EFL listening,while professional titles show no significant correlation with cognitions.These findings have implications for EFL listening instruction and teacher development.

关 键 词：英语教师 教师认知 听力性质 混合研究法 

分 类 号：H319[语言文字—英语]