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本研究旨在语言测试环境中基于认知观的信息处理模式下对中国英语学习者在完成听力理解任务中所遇问题给予理论上的阐释。经过我们分析发现听力不仅从认知科学还是测试角度来说,它并不是完全地被动语言能力,确切说它是一种主动型的接受性语言能力。为此,我们对影响中国英语学习者听力理解力形成因素进行了理论上的分析,并且构建出语言测试环境中基于认知观信息处理模式下听力理解力形成的概念式理论模型。我们从中发现在基于任务输入前提下,不同层次中国英语学习者存在六种不同输出类型,初级阶段学习者仅存在一种类型,中级阶段学习者存在四种类型,高级阶段学习者则通过心理机制过滤作用完成顺应过程并输出结果,达到了对听力材料理想的理解程度。此外,从我们的分析中也发现了听力策略的重要性。对于不同层次的中国英语学习者来说,听力策略可以弥补其现有知识结构的缺陷帮助其顺利完成理解任务。所以,在实际的听力教学中,教师应多注意培养并激活学生使用听力策略的意识,使他们能够更好地完成听力理解任务。
The purpose of this research is to give a theoretical explanation to the problems encountered by Chinese EFL learners in completing listening comprehension tasks in the context of cognitive testing based on the information processing paradigm. After our analysis found that hearing is not only from the cognitive science or test point of view, it is not completely passive language skills, to be precise that it is a proactive ability to accept language. To this end, we make a theoretical analysis of the factors influencing the listening comprehension of Chinese EFL learners, and construct a conceptual model of the comprehension of listening comprehension based on the cognitive view of information processing in a language testing environment. We found that under the premise of task-based input, there are six different output types for Chinese EFL learners at different levels. There are only one type of learners in primary stage, four types of learners in intermediate stage, and advanced learners through psychological mechanism The filtering effect completes the compliance process and outputs the result, reaching the ideal understanding of the listening material. In addition, the importance of listening strategies was also found in our analysis. For Chinese EFL learners at different levels, listening strategies can make up for the shortcomings of their existing knowledge structure and help them successfully understand the task. Therefore, in practical listening teaching, teachers should pay more attention to cultivating and activating students’ awareness of using listening strategies so that they can better complete listening comprehension tasks.