听力学习策略指导对听力理解的效用
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摘要
90年代以来,许多著名学者发表了关于学习策略的专著,提出了学习策略的界定和分类问题,并介绍了学习策略研究的新角度。策略培训就是研究新角度之一。由此,“策略培训”成为外语教育领域的研究新热点。
在国内,已有学者开始做策略培训的研究,但这方面的研究并不多,也不够全面。因此,本研究从与任务相结合的策略培训角度,探讨了在自主学习环境下策略培训对提高学生听力学习中复合式听写成绩的效果,同时调查策略培训对学生策略使用情况的影响。
本研究的样本是两个自然班的82名学生。把43人的班级作为实验班,另一个39人的班级作为控制班。这两个班的学生都是来自南京航空航天大学的理工科新生。他们的英语课由同一个老师教授。听力学习策略分成两部分向学生进行指导。本研究的实验工具有测验、问卷、学生的报告和访谈,它们用来研究学生成绩的变化和策略使用的变化。具体的研究问题如下:
1.听力学习策略指导是否能提高学生在复合式听写中的成绩?
2.听力学习策略指导是否能促进学生的策略使用?
3.听力学习策略指导对具有不同听力水平的学生是否有不同的影响?
在对实验结果进行分析后,本文作者得出以下结论:(1)策略指导对学生在复合式听写中的表现有一定促进作用;(2)策略指导可以使学生的策略使用有一定的提高;(3)从总体的数据来看,听力低水平的学生平均进步水平要比高水平的学生高一点。但在实验中仍然有不尽人意之处。根据实验中的这些发现,本文作者提出了在听力策略指导、教师培训和自主学习等方面的一些启示。
Since the 1990s, many scholars have published their monographs on learning strategies, in which they put forward the definitions and classifications of learning strategies and new research perspectives on learning strategies. Strategy instruction is right one of these new research perspectives. Thus,“strategy instruction”has become the new focus of research in the field of foreign language education.
In China, some scholars have also performed research on strategy instruction. However, studies in this area are not many and not comprehensive. From the perspective of a task-combined strategy instruction, the author has conducted research exploring the effects of learning strategy instruction on students’achievement of compound dictation in an autonomous learning environment, and at the same time investigating the influence upon strategy instruction to students’strategy use.
This study comprised of a sample of 82 students in two classes. One class of 43 students was the experimental group, and the other class of 39 students was the control group. All participants were freshmen science majors at NUAA and were taught by the same English teacher.
Learning strategies for listening were divided into two parts to be instructed to students. The research instruments comprised of tests, questionnaires, students’reports and interviews, which were used to explore the variation of students’achievement and strategy use. The detailed research questions are as follows:
1. Can learning strategy instruction in listening improve students' listening performance in compound dictation?
2. Can learning strategy instruction in listening enhance students' use of strategies? 3. Does learning strategy instruction in listening have a differential impact on the listeners whose listening proficiencies are at different levels?
After analyzing the results, conclusions are drawn and listed, as follows: (1) Strategy instruction has some positive effects on students’performance in compound dictation. (2) Strategy instruction has exerted some significant improvements upon students’strategy use. (3) Based on the statistical data, the average improvement of the low listening proficiency students is higher than the high listening proficiency students. But there are still some unsatisfactory results.
According to the findings of this research, the author puts forward some implications for listening instruction, teacher training and autonomous learning.
在国内,已有学者开始做策略培训的研究,但这方面的研究并不多,也不够全面。因此,本研究从与任务相结合的策略培训角度,探讨了在自主学习环境下策略培训对提高学生听力学习中复合式听写成绩的效果,同时调查策略培训对学生策略使用情况的影响。
本研究的样本是两个自然班的82名学生。把43人的班级作为实验班,另一个39人的班级作为控制班。这两个班的学生都是来自南京航空航天大学的理工科新生。他们的英语课由同一个老师教授。听力学习策略分成两部分向学生进行指导。本研究的实验工具有测验、问卷、学生的报告和访谈,它们用来研究学生成绩的变化和策略使用的变化。具体的研究问题如下:
1.听力学习策略指导是否能提高学生在复合式听写中的成绩?
2.听力学习策略指导是否能促进学生的策略使用?
3.听力学习策略指导对具有不同听力水平的学生是否有不同的影响?
在对实验结果进行分析后,本文作者得出以下结论:(1)策略指导对学生在复合式听写中的表现有一定促进作用;(2)策略指导可以使学生的策略使用有一定的提高;(3)从总体的数据来看,听力低水平的学生平均进步水平要比高水平的学生高一点。但在实验中仍然有不尽人意之处。根据实验中的这些发现,本文作者提出了在听力策略指导、教师培训和自主学习等方面的一些启示。
Since the 1990s, many scholars have published their monographs on learning strategies, in which they put forward the definitions and classifications of learning strategies and new research perspectives on learning strategies. Strategy instruction is right one of these new research perspectives. Thus,“strategy instruction”has become the new focus of research in the field of foreign language education.
In China, some scholars have also performed research on strategy instruction. However, studies in this area are not many and not comprehensive. From the perspective of a task-combined strategy instruction, the author has conducted research exploring the effects of learning strategy instruction on students’achievement of compound dictation in an autonomous learning environment, and at the same time investigating the influence upon strategy instruction to students’strategy use.
This study comprised of a sample of 82 students in two classes. One class of 43 students was the experimental group, and the other class of 39 students was the control group. All participants were freshmen science majors at NUAA and were taught by the same English teacher.
Learning strategies for listening were divided into two parts to be instructed to students. The research instruments comprised of tests, questionnaires, students’reports and interviews, which were used to explore the variation of students’achievement and strategy use. The detailed research questions are as follows:
1. Can learning strategy instruction in listening improve students' listening performance in compound dictation?
2. Can learning strategy instruction in listening enhance students' use of strategies? 3. Does learning strategy instruction in listening have a differential impact on the listeners whose listening proficiencies are at different levels?
After analyzing the results, conclusions are drawn and listed, as follows: (1) Strategy instruction has some positive effects on students’performance in compound dictation. (2) Strategy instruction has exerted some significant improvements upon students’strategy use. (3) Based on the statistical data, the average improvement of the low listening proficiency students is higher than the high listening proficiency students. But there are still some unsatisfactory results.
According to the findings of this research, the author puts forward some implications for listening instruction, teacher training and autonomous learning.
引文
Bacon, S .M. (1992). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania, 75, 398-412.
Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72/2:150-162.
Benson, P. (2005). Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 24-35.
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Prentice Hall Regents.
Cava, M. T. (1999). Second Language Learner Strategies and the Unsuccessful Second Language Writer. Unpublished Ph. D. thesis. Columbia University.
Chamot, A. U. (1993). Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals, 26, No.3, 308-321.
Chamot, A. U. and Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
Cohen, A. D. (1991). Strategies in second language learning: Insights from research. In Robert Phillipson et al. (ed). Foreign/Second Language Pedagogy Research: A Commemorative Volume for Claus Faerch. Multilingual Matters Ltd., 109-119.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
Cook, V. (2000). Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73, I, 1-13.
Ellis, R. (1999). the Study of Second Language Acquisition. Oxford: Oxford University Press. Freeman D. L., & Long M. H. (2000). An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press.
Gan, Zhengdong. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics, Vol. 14, No.3, 389-411.
Green, J. M. & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, No2, 261-297.
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206.
Hisao, T. Y. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86 iii, 368-383.
Hosenfeld, C., Arnold,V., Kirchofer,J., et al. (1981). Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14, 415-422.
Huang, Jin. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10,1,95-117.
Jia, Guanjie. (2004). Applied Linguistics: An Advanced Course. Shanghai: Shanghai Foreign Language Education Press.
Nisbet, D. L. (2002). Language Learning Strategies and English Proficiency of Chinese University Students. Unpublished Ph. D. thesis. Regent University.
Nunan, D. (1996). Learner strategy training in the classroom: an action research. TESOL Quarterly, 6/1 (Autumn), 35-41.
O’Malley, J. M. & Chamot, A. U. (2001). Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, Vol. 10, No. 4, 418-435.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers.
Oxford, R. & Cohen, A. D. (1992). Language learning strategies: crucial issues of concept and classification. Applied Language Learning, Vol.3, Nos. 1&2, 1-35.
Oxford, R. & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, Vol. 73, No. 4 (Winter), 404-419.
Oxford, R. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, Vol. 73, No. 3 (Autumn), 291-300.
Oxford, R. L., Crookall, D., Cohen, A., et al. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3), 197-216. 1990.
Pearson, P.D. &Dole, L.A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of learning. Elementary School Journal, 88, 151-165.
Richards, J. R. (2002). the Language Teaching Matrix. Shanghai: Shanghai Foreign Language Education Press.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(ii), 199-211.
Rubin, J. & Thompson, I. (1994). How to Be a More Successful Language Learner. Heinle and Heinle Publishers.
Scrivener, J. (2002). Learning Teaching: A Guidebook for English Language Teacher. Shanghai: Shanghai Foreign Language Education Press.
Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold. Skehan, P. (1999). A Cognitive Approach to Language Learning. Shanghai: Shanghai Foreign Language Education Press.
Spolsky, B. (2000). Conditions for Second Language Learning. Shanghai: Shanghai Foreign Language Education Press.
Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension?. Foreign Language Annals, 29, 331-341.
Tian, Haiyan. (2006). Study of English Listening Strategies and Fostering of Learner Autonomy. Unpublished master thesis. Shanxi university
Vandergrift, L. (1997a). The Cinderella of communication strategies: reception strategies in interactive listening. The Modem Language Journal, Vol.81, No.4, Special Issue: Interaction, Collaboration, and Cooperation: Learning Language and Preparing Language Teachers, 494-505.
Vandergrift, L. (1997b). The comprehension strategies of second language listeners: A descriptive study. Foreign Language Annuals, 30, 387-409.
Vandergrift, L. (1998). Successful and less successful listeners in French: What are the strategy differences?. The French Review, Vol.71, No.3 (Feb.), 370-395.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, (53), 168-176.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53:3, September, 463-496.
Vandergrift, L. (2004). Listening to learning or learning to listening. Annual Review of Applied Linguistics, 24, 3-25.
Wen, Qiufang. (2004). A Study of L2 Learner Variables and English Achievement. xi’an: Shaanxi Normal University Press.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50:2, 203- 243.
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Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72/2:150-162.
Benson, P. (2005). Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 24-35.
Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Prentice Hall Regents.
Cava, M. T. (1999). Second Language Learner Strategies and the Unsuccessful Second Language Writer. Unpublished Ph. D. thesis. Columbia University.
Chamot, A. U. (1993). Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals, 26, No.3, 308-321.
Chamot, A. U. and Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
Cohen, A. D. (1991). Strategies in second language learning: Insights from research. In Robert Phillipson et al. (ed). Foreign/Second Language Pedagogy Research: A Commemorative Volume for Claus Faerch. Multilingual Matters Ltd., 109-119.
Cohen, A. D. (2000). Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.
Cook, V. (2000). Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73, I, 1-13.
Ellis, R. (1999). the Study of Second Language Acquisition. Oxford: Oxford University Press. Freeman D. L., & Long M. H. (2000). An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press.
Gan, Zhengdong. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics, Vol. 14, No.3, 389-411.
Green, J. M. & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, No2, 261-297.
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206.
Hisao, T. Y. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86 iii, 368-383.
Hosenfeld, C., Arnold,V., Kirchofer,J., et al. (1981). Second language reading: A curricular sequence for teaching reading strategies. Foreign Language Annals, 14, 415-422.
Huang, Jin. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10,1,95-117.
Jia, Guanjie. (2004). Applied Linguistics: An Advanced Course. Shanghai: Shanghai Foreign Language Education Press.
Nisbet, D. L. (2002). Language Learning Strategies and English Proficiency of Chinese University Students. Unpublished Ph. D. thesis. Regent University.
Nunan, D. (1996). Learner strategy training in the classroom: an action research. TESOL Quarterly, 6/1 (Autumn), 35-41.
O’Malley, J. M. & Chamot, A. U. (2001). Learning Strategies in Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, Vol. 10, No. 4, 418-435.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers.
Oxford, R. & Cohen, A. D. (1992). Language learning strategies: crucial issues of concept and classification. Applied Language Learning, Vol.3, Nos. 1&2, 1-35.
Oxford, R. & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, Vol. 73, No. 4 (Winter), 404-419.
Oxford, R. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, Vol. 73, No. 3 (Autumn), 291-300.
Oxford, R. L., Crookall, D., Cohen, A., et al. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3), 197-216. 1990.
Pearson, P.D. &Dole, L.A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of learning. Elementary School Journal, 88, 151-165.
Richards, J. R. (2002). the Language Teaching Matrix. Shanghai: Shanghai Foreign Language Education Press.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(ii), 199-211.
Rubin, J. & Thompson, I. (1994). How to Be a More Successful Language Learner. Heinle and Heinle Publishers.
Scrivener, J. (2002). Learning Teaching: A Guidebook for English Language Teacher. Shanghai: Shanghai Foreign Language Education Press.
Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold. Skehan, P. (1999). A Cognitive Approach to Language Learning. Shanghai: Shanghai Foreign Language Education Press.
Spolsky, B. (2000). Conditions for Second Language Learning. Shanghai: Shanghai Foreign Language Education Press.
Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension?. Foreign Language Annals, 29, 331-341.
Tian, Haiyan. (2006). Study of English Listening Strategies and Fostering of Learner Autonomy. Unpublished master thesis. Shanxi university
Vandergrift, L. (1997a). The Cinderella of communication strategies: reception strategies in interactive listening. The Modem Language Journal, Vol.81, No.4, Special Issue: Interaction, Collaboration, and Cooperation: Learning Language and Preparing Language Teachers, 494-505.
Vandergrift, L. (1997b). The comprehension strategies of second language listeners: A descriptive study. Foreign Language Annuals, 30, 387-409.
Vandergrift, L. (1998). Successful and less successful listeners in French: What are the strategy differences?. The French Review, Vol.71, No.3 (Feb.), 370-395.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, (53), 168-176.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning, 53:3, September, 463-496.
Vandergrift, L. (2004). Listening to learning or learning to listening. Annual Review of Applied Linguistics, 24, 3-25.
Wen, Qiufang. (2004). A Study of L2 Learner Variables and English Achievement. xi’an: Shaanxi Normal University Press.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50:2, 203- 243.
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