話語標記語對聽力理解的影響.pdf

1、The study attempts to test the following hypotheses:(1)There are significant differences in two kinds of information units(low-level and high-level information units)and the combined information units recalled by the sub

2、jects between two lecture versions;(2)There are significant differences in two kinds of information units(low-level and high-level information units)and combined information units recalled by two performance groups(Mediu

3、m Performance Group vs. High Performance Group );(3)There are interactions between language proficiency and lecture version in recalling information at different levels;(4)The learners with lower listening proficiency r

4、ely more heavily on discourse markers in recalling information at different levels than those with higher listening proficiency. The present study involves 56 students with medium listening proficiency and 59 student

5、s with high listening proficiency from a university in China. It examines how the subjects comprehend and recall information at different levels when listening to a lecture with discourse markers or without discourse mar

6、kers. The detailed analysis of the data yields the following findings: (1)L2 learners listening to the lecture with discourse markers recall significantly more low-level information, more high-level information and m

7、ore combined information than EFL learners exposed to the lecture without discourse markers. (2)Learners at a higher level of listening proficiency recall significantly more low-level, high-level and combined informa

8、tion than learners with a lower proficiency. (3)There are no statistically significant interactio.ns between listening proficiency and lecture version for the subjects in recalling low and high-level information as w

9、ell as combined information. (4)Compared with learners with higher listening proficiency, learners with lower listening proficiency rely more heavily on discourse markers in recalling low-level information and combin

10、ed information. However, in terms of high-level informationrecall, High Performance Group rely on discourse markers just as Medium Performance Group. These findings provide additional empirical support for the benef

11、icial effect of discourse markers and offer new evidence regarding the different extent to which the learners with different language proficiency rely on discourse markers in a spoken text. In line with the findings

12、in the study, the teaching of the use of discourse markers is highly advocated in English listening instructions. And teachers are encouraged to raise the awareness of the role of discourse markers in listening among les

13、s able students as a way of improving their listening comprehension. Finally, future research is suggested to examine the role of discourse markers from different perspectives and further studies are called for to pr