英语听力教学中影视应用实证研究
|
摘要
本文的目的是研究英语听力教学中使用影视片的作用及其可行性。该研究是作者承担的由乐山师范学院教务处资助、沈玉茹副教授主持的校级精品课程的一部分。
按照Krashen(1985)的输入假设,教师应该让学习者接触大量具有实际意义,又生动有趣,并要有所关联信息。情感过滤假设要求教师营造学习者情感过滤低的学习环境,在此环境中学生就会自然习得语言。学习者学习动机理论认为,学习者学习动机起着至关重要的作用。对于教师来说,找出办法激励学生的学习动机是很重要的。语境理论则强调语境在语言学习中的重要性。除了教授语言的形式外,教师应该注重培养学生在具体语境中准确、得体和流利使用语言的能力。语言交际教学则强调重视在英语语言教学中培养交际能力的重要性。
基于上述理论,作者在文中讨论了本人进行的小规模实验。该教学实验从2005年9月开始,2007年9月结束,作者对所任教的班级使用影视片进行听力教学。实验结果表明,使用影视片与实验班学生在某些阶段的英语课程考试中的成绩有关联。实验班在听力成绩方面有显著提高(大学英语期末考试(2级)和全国大学英语4级考试)。
作者以及课题组的教师对学生进行了18项问卷调查,对教师和学生进行了关于10个问题的访谈。问卷和访谈结果表明:教师和学生对英语听力课使用影视片持肯定态度。大多数教师和学生认为,这是一种有效的英语教学方法,比较在英语听力课上使用课本上的听力教材进行听力教学,这种听力教学方式更能激发学生的学习动机,鼓励积极性和创造性,降低焦虑感,使他们更多地参与课堂活动,从而培养语言交际能力。
由此可以初步得出这样一个结论:在英语听力课中使用影视片进行教学,与利用新编大学英语中的听力材料组织教学相比较,具有明显优势。这种教学方法在英语教学中,尤其是英语听力教学中有重要作用。
依据数据分析和问卷访谈结果,作者对在英语听力教学中如何使用影视片提出了教学方法和活动类型,并阐述了教师在这种教学方法中的作用。
This is a study of the feasibility and effects of teaching listening with films and TV programs. The research is a part of the English Learning Program directed by Shen Yuru, which is sponsored by Academic Affairs Office of Leshan Teachers College.
According to Krashen's Input Hypothesis, the teacher should not only enable students to come into contact with large quantity of meaningful, interesting or relevant foreign language input materials but also provide them with low-affective filter learning environment. According to the Motivation Theory, the learner's motivation plays an important role in their language acquisition and it is vital for a language teacher to come up with some ways to motivate students. The Context Theory emphasizes the importance of context in language teaching and learning. Beyond teaching linguistic forms, the teacher should cultivate students' ability to use language, especially the ability to use language accurately, appropriately and fluently in specific contexts. The Communicative Language Teaching attaches much importance to the cultivation of communicative competence in ELT.
Then the author introduced a pilot study conducted by utilizing films or TV programs to teach listening from September 2005 till now. The statistics result from the experiment suggest that there is indeed some correlation between teaching listening with films or TV programs and a learner's listening comprehension in general in language achievement tests at certain stages. The scores of the students from the experimental group are improved after 2 years of teaching with the new methods. (Final Test Band 2 and College English Test Band 4)
Analysis and discussions have been done based on a questionnaire of 18 items and an interview involving 10 open-ended questions. The results showed that both the teachers and the students had positive attitudes towards teaching listening with films or TV programs. Most of them view this method as an effective way in ELT because it provides more opportunities for contextual practice and lowers their anxiety; it can also help to motivate them, stimulate their active participation and increase their activities as well. Therefore this method can be used to cultivate students' communicative competence.
Consequently, we can draw the conclusion that this method has some advantages over teaching listening with the pre-taped materials in New College English. It may play an important role in ELT, especially in listening teaching.
Based on the statistic analyses and the survey, some activities and techniques are provided for the teacher on how to teach listening with films or TV programs. The roles that an English teacher plays in this method are illustrated at the end of the thesis.
按照Krashen(1985)的输入假设,教师应该让学习者接触大量具有实际意义,又生动有趣,并要有所关联信息。情感过滤假设要求教师营造学习者情感过滤低的学习环境,在此环境中学生就会自然习得语言。学习者学习动机理论认为,学习者学习动机起着至关重要的作用。对于教师来说,找出办法激励学生的学习动机是很重要的。语境理论则强调语境在语言学习中的重要性。除了教授语言的形式外,教师应该注重培养学生在具体语境中准确、得体和流利使用语言的能力。语言交际教学则强调重视在英语语言教学中培养交际能力的重要性。
基于上述理论,作者在文中讨论了本人进行的小规模实验。该教学实验从2005年9月开始,2007年9月结束,作者对所任教的班级使用影视片进行听力教学。实验结果表明,使用影视片与实验班学生在某些阶段的英语课程考试中的成绩有关联。实验班在听力成绩方面有显著提高(大学英语期末考试(2级)和全国大学英语4级考试)。
作者以及课题组的教师对学生进行了18项问卷调查,对教师和学生进行了关于10个问题的访谈。问卷和访谈结果表明:教师和学生对英语听力课使用影视片持肯定态度。大多数教师和学生认为,这是一种有效的英语教学方法,比较在英语听力课上使用课本上的听力教材进行听力教学,这种听力教学方式更能激发学生的学习动机,鼓励积极性和创造性,降低焦虑感,使他们更多地参与课堂活动,从而培养语言交际能力。
由此可以初步得出这样一个结论:在英语听力课中使用影视片进行教学,与利用新编大学英语中的听力材料组织教学相比较,具有明显优势。这种教学方法在英语教学中,尤其是英语听力教学中有重要作用。
依据数据分析和问卷访谈结果,作者对在英语听力教学中如何使用影视片提出了教学方法和活动类型,并阐述了教师在这种教学方法中的作用。
This is a study of the feasibility and effects of teaching listening with films and TV programs. The research is a part of the English Learning Program directed by Shen Yuru, which is sponsored by Academic Affairs Office of Leshan Teachers College.
According to Krashen's Input Hypothesis, the teacher should not only enable students to come into contact with large quantity of meaningful, interesting or relevant foreign language input materials but also provide them with low-affective filter learning environment. According to the Motivation Theory, the learner's motivation plays an important role in their language acquisition and it is vital for a language teacher to come up with some ways to motivate students. The Context Theory emphasizes the importance of context in language teaching and learning. Beyond teaching linguistic forms, the teacher should cultivate students' ability to use language, especially the ability to use language accurately, appropriately and fluently in specific contexts. The Communicative Language Teaching attaches much importance to the cultivation of communicative competence in ELT.
Then the author introduced a pilot study conducted by utilizing films or TV programs to teach listening from September 2005 till now. The statistics result from the experiment suggest that there is indeed some correlation between teaching listening with films or TV programs and a learner's listening comprehension in general in language achievement tests at certain stages. The scores of the students from the experimental group are improved after 2 years of teaching with the new methods. (Final Test Band 2 and College English Test Band 4)
Analysis and discussions have been done based on a questionnaire of 18 items and an interview involving 10 open-ended questions. The results showed that both the teachers and the students had positive attitudes towards teaching listening with films or TV programs. Most of them view this method as an effective way in ELT because it provides more opportunities for contextual practice and lowers their anxiety; it can also help to motivate them, stimulate their active participation and increase their activities as well. Therefore this method can be used to cultivate students' communicative competence.
Consequently, we can draw the conclusion that this method has some advantages over teaching listening with the pre-taped materials in New College English. It may play an important role in ELT, especially in listening teaching.
Based on the statistic analyses and the survey, some activities and techniques are provided for the teacher on how to teach listening with films or TV programs. The roles that an English teacher plays in this method are illustrated at the end of the thesis.
引文
Anderson, R.C. and Pearson, P.D. 1984. A Schematic Theoretic View of Basic Processes in Reading Comprehension. In Pearson, P.D. (ed.) Handbook of Reading Research.New York: Longman.
Bacon, S.M. 1987. Listening for Real in the Foreign Language Classroom. Foreign Language Annual
Brown, H.D. 1987. Principles of Language Learning and Teaching. New Jersey: Prentice Hall
Brown, H. D. 1994. Teaching Principle. New Jersey: Prentice Hall
Carrell, P. L. and Eisterhold, J.C. 1983. Schema Theory and ESL Reading Pedagogy. TESOL Quarterly.
Corder, S. P. 1978. Language-Learner Language. Understanding Second and Foreign Language Learning (ed.)
Cummins, J.1984. Bilingualism and Special Education. Issues in Assessment and Pedagogy. California: College Hill.
Deci, E. L. 1975. Intrinsic Motivation. Plenum Press.
Gardner, R. C. and MacIntyre. P. D. 1992. A Students' Contributions to Second Language Learning. Language Teaching.
Geddles, M. and Stutridges, G. 1982. Video in the Language Classroom. London: Heineman,
Grow, B. 1996. Seeing Through Another's Eyes. Using Video as Text. ELT.
Ellis, R. 1994. The study of Second Langue Acquisition. Oxford: Oxford University Press.
Finocchiaro, M. and Brunfit C. 1983. The Functional Notional Approach: From Theory to Practice. New York: Oxford University Press.
Harmer, J. 1983. The Practice of English Language Teaching. New York: Longman.
Harmer, J. 1997. The Practice of English Language Teaching (New Edition). London and New York: Longman.
Halliday, M. A. 1975. Learning How to Mean. Explorations in the functions of Language. London: Edward Arnold.
Hu Sufen. 2006. On Teaching Non-English Majors Listening Through Videos. Changchun: CELEA Journal (Bimonthly) Vol.29 No. 2
Hymes, D. 1972. On Communication Competence. Philadelphia: University of Pennsylvania Press.
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford and New York: OUP.
Krashen, S. D. 1981. Second Language Acquisition and Second Language Learning.Oxford: Pergamon Press.
Krashen, S. D. 1982. Principles and Practice in Second language Acquisition. Oxford: Pergamon Press.
Krashen, S. D. and Terrel, T. 1983. The Natural Approach, Language Acquisition in the Classroom. Hayward, C. A: Alemany Press.
Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications. London: Longman Inc.
Kumaravadivelu, B. 1991. Language-learning Tasks: Teacher Intention and Learner Interpretation. ELT Journal.
Lado, R. 1964. Language Teaching, A scientific Approach. New York: McGraw-Hill, Inc,
Littlewood, W. 1981. Communicative Language Teaching. Cambridge: Cambridge University.
Lonergan, J. 1984. Video in language Teaching. Cambridge: Cambridge University.
Loveday, L. 1982. The Sociolinguistics of Learning and Using a Non-native Language. Oxford and New York: Pergamon Press.
Luo Yunzhi. 1995. Video's Role in College English Teaching. College English Teaching in China: Motives, Materials, and Assessment. Nanjing University and the United Board for Christian Higher Education in Asian.
Maslow, A. H. 1970. Motivation and Personality. Second edition. Harper and Row
Massi, M. and Merino, A. G. 1996. Film and EFL in English Teaching. Forum
Nolasco, R. and Arthur, L. 1987. Convention. London: Oxford Ltd.
Porter, D. and Roberts J. 1987. Authentic listening activities. Methodology in TESOL, Rowley. Mass: Newbury House,
Richards,J.C.and Rodgers,T.S.1986.Approaches and Methods in Language Teaching.Cambridge:Cambridge University Press.
Stoller,F.1988.Film and Videotapes in the ESL/EFL Classroom.Twenty-second Annual TESOL Convention:Chicago.
Stempleski,S.and Tomalin,B.1994.Video in Action.New York,London,Toronto,Sydney,Singapore:Prentice Hall.
Stern,H.H.1992.Issues and Opinions in Language Teaching.London:,Oxford University Press.
Ur,P.1981.Discussions That Work.New York:Cambridge University Press.
Ur,P.1984.Teaching Listening Comprehension.New York:Cambridge University Press.
Ur,P.1996.A Course in Language Teaching:Practice and Theory.Cambridge:Cambridge University Press.
Xue Xiaocong.1999.Using Authentic Listening Materials in Foreign Language Classroom.Beijing:Teaching English in China.
Young,D.J.1991.Creating a Low anxiety classroom environment,what does a language anxiety research suggest? Beijing:Modem Language Journal
韩宝成,(Han,Baocheng),2000,外语教学科研中的统计方法,北京:外语教学研究出版社。
胡新宇,(Hu,Xinyu),2002,音乐电视段片MTV与外语视听教学,外语电化教学第2期。
何兆熊,(He,Zhaoxiong),1989,语用学概要,上海:上海外语教育出版社。
琚珍,(Ju,Zhen),2001,运用现代教育技术优化中学英语教学,外语电化教学第4期。
康晓秋,程幼强,(Kang,Xiaoqiu & Cheng,Youqiang),2002,高校英语教学改革与CAI的应用——浅谈“网络英语阅读与写作”,外语电化教学第1期。
刘安海,(Liu,Anhai),2002,“导学式教学模式”与“合作学习”在英语听力教学中的应用,外语电化教学第1期。
李华,(Li,Hua),2001,运用媒体培养学生英语口头交际能力,中小学英语教学与研究第11期。
李静林,(Li,Jinglin),1999,高年级视听教学的重要环节,外语电话教学第2期。
龙千红,(Long,Qianhong),2003,电影与英语听说教学,外语电化教学第3期。
王蔷,(Wang,Qiang),2001,英语教学法教程,北京:高等教育出版社。
王湘玲,宁春岩,(Wang,Xiangling & Ling,Chunyan),2002,基于建构主义理论的网络英语教学研究,外语电化教学第3期。
肖丹,(Xiao,Dan),2002,外语教学中的因特网应用技术及资源,外语电化教学第3期。
徐曼菲,(Xu,Manfei),2002,完善输入激活输出——以“说”为核心,改革视听说课教学,外语电化教学第3期。
徐巍炜,(Xu,Weiwei),2002,透视文化意识,培养跨文化交际能力,中小学英语教学与研究第11期。
袁泽礼,(Yuan,Zeli),2002,认知理论与新生听说强化训练刍议,外语电化教学第2期。
张津海,(Zhang,Jinhai),2002,根据影视课特点改进教学模式,外语电化教学第4期
赵功彦,(zhao,Gongyan),1997,影视外语教学法实践,外语电化教学第3期。
周榕,(Zhou,Rong),1988,利用录像带进行听说训练的基本方法和技巧,外语电话教学第1期。
周渡生,(Zhou,Dusheng),2002,视听说课的多媒体化初探,外语电化教学第1期。
周震,丁文英,(zhou,Zheng & Ding,Wenying),2002,英美电影文学的多媒体教学模式,外语电化教学第1期。
Bacon, S.M. 1987. Listening for Real in the Foreign Language Classroom. Foreign Language Annual
Brown, H.D. 1987. Principles of Language Learning and Teaching. New Jersey: Prentice Hall
Brown, H. D. 1994. Teaching Principle. New Jersey: Prentice Hall
Carrell, P. L. and Eisterhold, J.C. 1983. Schema Theory and ESL Reading Pedagogy. TESOL Quarterly.
Corder, S. P. 1978. Language-Learner Language. Understanding Second and Foreign Language Learning (ed.)
Cummins, J.1984. Bilingualism and Special Education. Issues in Assessment and Pedagogy. California: College Hill.
Deci, E. L. 1975. Intrinsic Motivation. Plenum Press.
Gardner, R. C. and MacIntyre. P. D. 1992. A Students' Contributions to Second Language Learning. Language Teaching.
Geddles, M. and Stutridges, G. 1982. Video in the Language Classroom. London: Heineman,
Grow, B. 1996. Seeing Through Another's Eyes. Using Video as Text. ELT.
Ellis, R. 1994. The study of Second Langue Acquisition. Oxford: Oxford University Press.
Finocchiaro, M. and Brunfit C. 1983. The Functional Notional Approach: From Theory to Practice. New York: Oxford University Press.
Harmer, J. 1983. The Practice of English Language Teaching. New York: Longman.
Harmer, J. 1997. The Practice of English Language Teaching (New Edition). London and New York: Longman.
Halliday, M. A. 1975. Learning How to Mean. Explorations in the functions of Language. London: Edward Arnold.
Hu Sufen. 2006. On Teaching Non-English Majors Listening Through Videos. Changchun: CELEA Journal (Bimonthly) Vol.29 No. 2
Hymes, D. 1972. On Communication Competence. Philadelphia: University of Pennsylvania Press.
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford and New York: OUP.
Krashen, S. D. 1981. Second Language Acquisition and Second Language Learning.Oxford: Pergamon Press.
Krashen, S. D. 1982. Principles and Practice in Second language Acquisition. Oxford: Pergamon Press.
Krashen, S. D. and Terrel, T. 1983. The Natural Approach, Language Acquisition in the Classroom. Hayward, C. A: Alemany Press.
Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications. London: Longman Inc.
Kumaravadivelu, B. 1991. Language-learning Tasks: Teacher Intention and Learner Interpretation. ELT Journal.
Lado, R. 1964. Language Teaching, A scientific Approach. New York: McGraw-Hill, Inc,
Littlewood, W. 1981. Communicative Language Teaching. Cambridge: Cambridge University.
Lonergan, J. 1984. Video in language Teaching. Cambridge: Cambridge University.
Loveday, L. 1982. The Sociolinguistics of Learning and Using a Non-native Language. Oxford and New York: Pergamon Press.
Luo Yunzhi. 1995. Video's Role in College English Teaching. College English Teaching in China: Motives, Materials, and Assessment. Nanjing University and the United Board for Christian Higher Education in Asian.
Maslow, A. H. 1970. Motivation and Personality. Second edition. Harper and Row
Massi, M. and Merino, A. G. 1996. Film and EFL in English Teaching. Forum
Nolasco, R. and Arthur, L. 1987. Convention. London: Oxford Ltd.
Porter, D. and Roberts J. 1987. Authentic listening activities. Methodology in TESOL, Rowley. Mass: Newbury House,
Richards,J.C.and Rodgers,T.S.1986.Approaches and Methods in Language Teaching.Cambridge:Cambridge University Press.
Stoller,F.1988.Film and Videotapes in the ESL/EFL Classroom.Twenty-second Annual TESOL Convention:Chicago.
Stempleski,S.and Tomalin,B.1994.Video in Action.New York,London,Toronto,Sydney,Singapore:Prentice Hall.
Stern,H.H.1992.Issues and Opinions in Language Teaching.London:,Oxford University Press.
Ur,P.1981.Discussions That Work.New York:Cambridge University Press.
Ur,P.1984.Teaching Listening Comprehension.New York:Cambridge University Press.
Ur,P.1996.A Course in Language Teaching:Practice and Theory.Cambridge:Cambridge University Press.
Xue Xiaocong.1999.Using Authentic Listening Materials in Foreign Language Classroom.Beijing:Teaching English in China.
Young,D.J.1991.Creating a Low anxiety classroom environment,what does a language anxiety research suggest? Beijing:Modem Language Journal
韩宝成,(Han,Baocheng),2000,外语教学科研中的统计方法,北京:外语教学研究出版社。
胡新宇,(Hu,Xinyu),2002,音乐电视段片MTV与外语视听教学,外语电化教学第2期。
何兆熊,(He,Zhaoxiong),1989,语用学概要,上海:上海外语教育出版社。
琚珍,(Ju,Zhen),2001,运用现代教育技术优化中学英语教学,外语电化教学第4期。
康晓秋,程幼强,(Kang,Xiaoqiu & Cheng,Youqiang),2002,高校英语教学改革与CAI的应用——浅谈“网络英语阅读与写作”,外语电化教学第1期。
刘安海,(Liu,Anhai),2002,“导学式教学模式”与“合作学习”在英语听力教学中的应用,外语电化教学第1期。
李华,(Li,Hua),2001,运用媒体培养学生英语口头交际能力,中小学英语教学与研究第11期。
李静林,(Li,Jinglin),1999,高年级视听教学的重要环节,外语电话教学第2期。
龙千红,(Long,Qianhong),2003,电影与英语听说教学,外语电化教学第3期。
王蔷,(Wang,Qiang),2001,英语教学法教程,北京:高等教育出版社。
王湘玲,宁春岩,(Wang,Xiangling & Ling,Chunyan),2002,基于建构主义理论的网络英语教学研究,外语电化教学第3期。
肖丹,(Xiao,Dan),2002,外语教学中的因特网应用技术及资源,外语电化教学第3期。
徐曼菲,(Xu,Manfei),2002,完善输入激活输出——以“说”为核心,改革视听说课教学,外语电化教学第3期。
徐巍炜,(Xu,Weiwei),2002,透视文化意识,培养跨文化交际能力,中小学英语教学与研究第11期。
袁泽礼,(Yuan,Zeli),2002,认知理论与新生听说强化训练刍议,外语电化教学第2期。
张津海,(Zhang,Jinhai),2002,根据影视课特点改进教学模式,外语电化教学第4期
赵功彦,(zhao,Gongyan),1997,影视外语教学法实践,外语电化教学第3期。
周榕,(Zhou,Rong),1988,利用录像带进行听说训练的基本方法和技巧,外语电话教学第1期。
周渡生,(Zhou,Dusheng),2002,视听说课的多媒体化初探,外语电化教学第1期。
周震,丁文英,(zhou,Zheng & Ding,Wenying),2002,英美电影文学的多媒体教学模式,外语电化教学第1期。