图式理论在大学英语听力教学中的应用
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摘要
在日常交际和第二语言学习中,听力理解作为一种语言技能是非常重要的。研究者们发现听力理解不仅能够促进学习者综合语言能力的发展,而且有助于其交际能力的培养。然而,对于大多数中国英语学习者而言,相对于读写能力,听力一直是语言学习中弱项。即使是听力教学,也往往以讲词汇和语法知识为主。在听的过程中,学生是被动的接受者。这种教学方法严重挫伤了学生的主动性,妨碍了学生的学习兴趣和创造力。事实上,听力理解是一个积极主动的过程。在听的过程中,听者想获得的是对说话者所说内容的理解。要达到这种理解,听者需要利用背景知识,语境线索并依靠多种学习策略来完成。积极的听者会利用背景知识,带着目的去理解说话者的意思。
针对以上问题,本文以图式理论指导听力教学为研究课题,分析了图式理论及其在英语听力理解过程中的应用。图式理论认为听者的背景知识对他理解新的文章起着关键的作用。根据图式理论,听力理解的过程是一种互动模式,它包括自下而上与自上而下两者结合的互动模式。根据这种模式,听力理解过程就是听者的背景知识与所听文章相互作用的过程。因此,图式理论对听力教学有着指导意义。在听力理解过程中,听者应该激活自己的背景知识,并利用它们来理解新的文章。听者的图式决定他要理解的内容,理解的程度,以及能否理解。
为此,作者将图式理论应用于大学英语听力教学的实践中,通过开展不同的教学活动进行图式激活和帮助建立新图式,对来自南京工业大学非英语专业大学生进行了考察。考察的工具包括一份英语听力策略调查问卷,一份听力前测试题及三篇难度不一的有关同一话题的短文。对调查的结果运用SPSS15.0进行的描述性统计包括频数、均值及独立成对样本T检验。实验证明图式理论应用于大学英语听力教学行之有效,能够提高学生的听力理解能力。
图式理论对英语听力教学有启示作用,对学生的听力理解能力能起到促进作用,因此将图式理论应用于大学英语听力教学不仅可能而且可行。但是,图式理论也有其局限性。在听力理解过程中图式没有被调用或者调用不当都可能会妨碍听力理解的准确性。基于图式听力理论,为了尽可能提高听力理解的准确性,听者应当积极有效地调用其头脑中的背景知识图式,但又不盲目地过度依赖背景知识图式,而要努力寻求图式和具体语境之间的最佳结合点。因此,我们在教和学中既要积极利用图式理论,提高教和学的质量,又要尽量避免它的局限性。
Listening is a vital component of the English language teaching and learning and provides the basis for the improvement of reading, writing, and speaking abilities. The teaching of college English listening in China is still unsatisfactory, especially that for non-English majors. In college English listening class, the teaching of listening is often characterized by explaining new words and grammatical knowledge. In the listening process, students are often viewed as passive receivers. This way of teaching severely frustrates students' initiative and restrains the students' interest and creativity. Actually, listening comprehension is an active process. In the process, what the listener wants to get is an adequate understanding of what the speaker says and what the speaker means. To attain this purpose, the listener has to utilize background knowledge, contextual clues and draw on many learning strategies. Efficient listeners will understand what the speaker says with relevant background knowledge and his particular purpose.
In view of these kinds of problems, this thesis takes up the guidance of schema theory to the teaching of English listening as the research focus. Based on schema theory in cognitive psychology, the thesis explores the nature of listening comprehension and points out that listening comprehension is an interactive model of both bottom-up and top-down models. Listeners use both bottom-up and top-down approaches to interpret listening message. In listening comprehension process, listeners should activate their background knowledge and use the knowledge to interpret the new text. The listener's schemata determine what he comprehends, how well he comprehends, and whether he can comprehend at all.
In order to demonstrate the positive role of schema in listening comprehension process, the experiment is conducted. The collected data indicate that the prepared experimental class which is familiarized with the schema has made a significant improvement while the non-prepared controlled class has got a lower score, which suggests that familiarization with the schemata concerned does prepare listeners for comprehension. The results show that listeners' existing schemata exert great effect on listening comprehension. Therefore, schema theory is effective and feasible in practical teaching of English listening. Schemata can be activated through providing pre-listening and while-listening activities and new schemata can be built up through post-listening activities.
Schema theory has many implications for the teaching of English listening and is possible and feasible to apply schema theory as the methodological guidance in the teaching of college English listening. However, schema theory has its limitations, for it cannot provide explicitly the explanation for all the phenomena or process concerning listening comprehension. The misuse or overuse of schemata will block the listener's understanding instead of promoting his listening comprehension.
针对以上问题,本文以图式理论指导听力教学为研究课题,分析了图式理论及其在英语听力理解过程中的应用。图式理论认为听者的背景知识对他理解新的文章起着关键的作用。根据图式理论,听力理解的过程是一种互动模式,它包括自下而上与自上而下两者结合的互动模式。根据这种模式,听力理解过程就是听者的背景知识与所听文章相互作用的过程。因此,图式理论对听力教学有着指导意义。在听力理解过程中,听者应该激活自己的背景知识,并利用它们来理解新的文章。听者的图式决定他要理解的内容,理解的程度,以及能否理解。
为此,作者将图式理论应用于大学英语听力教学的实践中,通过开展不同的教学活动进行图式激活和帮助建立新图式,对来自南京工业大学非英语专业大学生进行了考察。考察的工具包括一份英语听力策略调查问卷,一份听力前测试题及三篇难度不一的有关同一话题的短文。对调查的结果运用SPSS15.0进行的描述性统计包括频数、均值及独立成对样本T检验。实验证明图式理论应用于大学英语听力教学行之有效,能够提高学生的听力理解能力。
图式理论对英语听力教学有启示作用,对学生的听力理解能力能起到促进作用,因此将图式理论应用于大学英语听力教学不仅可能而且可行。但是,图式理论也有其局限性。在听力理解过程中图式没有被调用或者调用不当都可能会妨碍听力理解的准确性。基于图式听力理论,为了尽可能提高听力理解的准确性,听者应当积极有效地调用其头脑中的背景知识图式,但又不盲目地过度依赖背景知识图式,而要努力寻求图式和具体语境之间的最佳结合点。因此,我们在教和学中既要积极利用图式理论,提高教和学的质量,又要尽量避免它的局限性。
Listening is a vital component of the English language teaching and learning and provides the basis for the improvement of reading, writing, and speaking abilities. The teaching of college English listening in China is still unsatisfactory, especially that for non-English majors. In college English listening class, the teaching of listening is often characterized by explaining new words and grammatical knowledge. In the listening process, students are often viewed as passive receivers. This way of teaching severely frustrates students' initiative and restrains the students' interest and creativity. Actually, listening comprehension is an active process. In the process, what the listener wants to get is an adequate understanding of what the speaker says and what the speaker means. To attain this purpose, the listener has to utilize background knowledge, contextual clues and draw on many learning strategies. Efficient listeners will understand what the speaker says with relevant background knowledge and his particular purpose.
In view of these kinds of problems, this thesis takes up the guidance of schema theory to the teaching of English listening as the research focus. Based on schema theory in cognitive psychology, the thesis explores the nature of listening comprehension and points out that listening comprehension is an interactive model of both bottom-up and top-down models. Listeners use both bottom-up and top-down approaches to interpret listening message. In listening comprehension process, listeners should activate their background knowledge and use the knowledge to interpret the new text. The listener's schemata determine what he comprehends, how well he comprehends, and whether he can comprehend at all.
In order to demonstrate the positive role of schema in listening comprehension process, the experiment is conducted. The collected data indicate that the prepared experimental class which is familiarized with the schema has made a significant improvement while the non-prepared controlled class has got a lower score, which suggests that familiarization with the schemata concerned does prepare listeners for comprehension. The results show that listeners' existing schemata exert great effect on listening comprehension. Therefore, schema theory is effective and feasible in practical teaching of English listening. Schemata can be activated through providing pre-listening and while-listening activities and new schemata can be built up through post-listening activities.
Schema theory has many implications for the teaching of English listening and is possible and feasible to apply schema theory as the methodological guidance in the teaching of college English listening. However, schema theory has its limitations, for it cannot provide explicitly the explanation for all the phenomena or process concerning listening comprehension. The misuse or overuse of schemata will block the listener's understanding instead of promoting his listening comprehension.
引文
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