視頻對(duì)外語(yǔ)學(xué)習(xí)者聽(tīng)力理解作用的研究.pdf

1、上海交通大學(xué)碩士學(xué)位論文視頻對(duì)外語(yǔ)學(xué)習(xí)者聽(tīng)力理解作用的研究姓名：徐常娟申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師：王同順20091101SHANGHAIJIAOTONGUNIVERSITYM.A.THESISIVAbstractNowadayslinguistseducatshaveputgreatemphasisonlisteningteachinginChinabutthelisteningproficiencyofav

2、eragecollegestudentsstillneedstobeimproved.Therefeitisofgreatimptancevaluetocarryoutastudyonlisteningprocesslisteningcomprehension.Visualaidinstrumentcouldimprovelearners’comprehensionefficientlyitwasprovedbyLiu(2004)toh

3、avepositiveeffectsonreadingcomprehension.HowevertheroleofvisualaidinstrumentinEFLlearners’listeningcomprehensionneedstobeexpled.ThispaperaimstostudythevideoeffectonEFLlearners’listeningcomprehension.SixtytwononEnglishmaj

4、sophomeswereevenlydividedintotwopresentationtechniquegroupsi.e.thevideogroupthenonvideogroup.Subjectsineachgroupwerealsodividedintotwoproficiencygroupsi.e.thelowproficiencygroupthehighproficiencygroup.Duringthelisteningp

5、rocessthesubjectswereexposedtoalowlevellisteningtextWildChinathenahighleveloneOnlinePhotoSharing.Theempiricalresultsdemonstratethatthepresentationvariabletheinteractionbetweenproficiencyvariablepresentationvariabledidn’t

6、exertsignificanteffectsonEFLlearners’listeningperfmancewhentheywerepresentedwiththelowleveltext.MeanwhileEFLlearners’especiallylowproficiencylearnersbenefitmefromhighlevellisteningaccompaniedwithvisualclipsthanfromthesam

7、etextwithoutvisualaid.Comparisonofimmediaterecallprotocolscesrevealssubjects’perfmancesvaryduetodifferentpresentationtechniqueswhentheywereexposedtothehighlevellisteningtext.Thecombinationofverbalvisualinfmationhasadvant

8、ageoverthepresentationofonlyverbalinfmationthisconfirmswithdualcodingthey.WhenthelisteningmaterialispresentedtolearnerswiththevideopresentationtechniqueitcouldactivatemeEFLlearners’schematahelpthemapplythetopdownbottomup