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1、在英語(yǔ)教學(xué)中,聽(tīng)力教學(xué)一直以來(lái)廣受人們關(guān)注,一些專家和教授致力于聽(tīng)力教學(xué)的研究。關(guān)于聽(tīng)力策略的各種研究也層出不窮。這些策略研究表明在聽(tīng)力過(guò)程中,聽(tīng)者往往借助于背景知識(shí)或圖式對(duì)聽(tīng)力材料進(jìn)行解碼(如Rost,2002;Chafe,1994;CarrellandEisterhold,1988等等。) 遺憾的是,從心理語(yǔ)言學(xué)角度來(lái)研究聽(tīng)力策略的還為數(shù)不多,從語(yǔ)用學(xué)角度來(lái)論證語(yǔ)用推理以及聽(tīng)力教學(xué)的關(guān)系的研究還正在起步。本研究試圖驗(yàn)證在聽(tīng)力
2、教學(xué)中對(duì)學(xué)生進(jìn)行有關(guān)語(yǔ)用推理策略的訓(xùn)練是否有助于聽(tīng)力水平的提高,語(yǔ)用推理和聽(tīng)力理解之間是否存在相關(guān)性。實(shí)驗(yàn)也探討了學(xué)生對(duì)語(yǔ)用推理策略的訓(xùn)練的態(tài)度以及語(yǔ)用推理策略的相關(guān)理論。 實(shí)驗(yàn)使用了問(wèn)卷,試卷和面訪三種實(shí)驗(yàn)工具,70名紹興文理學(xué)院外語(yǔ)學(xué)院二年級(jí)的本科生參加了該次實(shí)驗(yàn)。他們被分為實(shí)驗(yàn)組和對(duì)照組,實(shí)驗(yàn)同時(shí)采用了關(guān)于語(yǔ)用推理的前測(cè)和后測(cè)以及聽(tīng)力考試以檢測(cè)語(yǔ)用推測(cè)能力和聽(tīng)力成績(jī)的相關(guān)性,實(shí)驗(yàn)數(shù)據(jù)用SPSS進(jìn)行處理。結(jié)果表明:學(xué)習(xí)者推測(cè)
3、能力和聽(tīng)力成績(jī)呈正相關(guān)。實(shí)驗(yàn)組的同學(xué)能更好地利用語(yǔ)用信息對(duì)所聽(tīng)內(nèi)容進(jìn)行分析。他們的聽(tīng)力成績(jī)明顯高于對(duì)照組的同學(xué)。 在實(shí)驗(yàn)過(guò)程中,從大學(xué)英語(yǔ)四、六級(jí),托福等練習(xí)中精選了一些有關(guān)語(yǔ)用推理的題目。經(jīng)過(guò)對(duì)實(shí)驗(yàn)組的同學(xué)進(jìn)行語(yǔ)用知識(shí)的講解以及語(yǔ)用推測(cè)能力的訓(xùn)練,使這些同學(xué)對(duì)這些題目比較熟悉,準(zhǔn)確率也大為提高。實(shí)驗(yàn)表明,對(duì)聽(tīng)者進(jìn)行語(yǔ)用推理的策略訓(xùn)練不僅必要而且有效。教師們應(yīng)指導(dǎo)學(xué)生如何理解話語(yǔ)的弦外之音,從而增強(qiáng)他們聽(tīng)力理解的自信心。
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