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听力理解是一个繁杂而积极的过程,在语言学习中听力起着重要的作用。但由于听力自身的特点,听力研究曾一度被忽视,而学生的听力问题更是没有得到重视。本研究运用Anderson的听力过程三阶段模式,从认知视角探索学生在听力过程中所面临的问题与困难。40名来自内蒙古工业大学的大学一年级学生参与本研究。本研究采用学生日记及采访的方式收集数据。研究结果表明:学生在听力过程中存在的主要问题有8类。在听力过程的三个阶段,学生存在的问题较多的是在接收信息阶段。因此教师在听力教学过程中要注重听力信息接收阶段学生存在的问题,采用不同的教学方法更好地帮助学生提高听力理解能力。
Listening comprehension is a complicated and positive process. Listening plays an important role in language learning. However, due to its own characteristics of hearing, hearing research was once neglected, and students’ listening problems are even less valued. This study uses Anderson’s three-stage listening process model to explore the problems and difficulties students face in the process of listening from a cognitive perspective. 40 freshmen from Inner Mongolia Polytechnic University participated in this study. This study collects data using student diaries and interviews. The results show that there are 8 major problems in the process of listening. In the three stages of the listening process, students have more problems in receiving information. Therefore, in the process of listening teaching, teachers should pay attention to the problems existing in the listening information receiving period, and adopt different teaching methods to better help students improve their listening comprehension.