高频会话词串对英语听说能力的影响研究
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摘要
本文报告了以《朗文英语口语和笔语语法》一书中列出的14类英美高频会话词串为辅助教材在河南科技大学非英语专业一年级新生中所进行的词串教学实验，旨在测试这些英美高频会话词串对英语听说能力产生的影响，并在教学实验过程中探讨有效的词串教学方法和教学策略。
本研究具体围绕以下问题：
1.高频会话词串对学习者的听力理解能力和信息处理能力有何影响？哪类学生在接受词串训练后听力理解能力提升幅度最大，是听力理解能力强者、中等水平者还是理解能力较差者？
2.高频会话词串对学习者的口语表达能力有何影响？哪类学生在接受词串训练后口语表达能力提升幅度最大，是口语表达能力强者、中等水平者还是表达能力较差者？
3.词串对学习者的情感因素有何影响？词串能否帮助学习者降低口语焦虑程度和听力焦虑程度？
4.学习动机强弱对词串的习得速度以及听说能力提升的幅度有何影响？
5.什么样的教学策略能够有效促进词串的吸收和内化？
研究方法包括定性研究和定量研究。定性研究包括课堂观察、问卷调查和访谈。定量研究包括前测、中测和后测听力成绩和口语成绩分析。统计工具主要采用SPSS17.0和Excel2003。
研究方案设计和运行过程如下：
1.实验开始时对实验班和控制班学生的听力和口语进行前测，在实验一个学期后进行中测，在第二学期末实验结束时进行后测。将实验班与控制班的三次听力和口语测试成绩用SPSS进行独立样本T检验，比较词串的教学效果，从而揭示词串对听力理解能力和口语表达能力产生的影响。
2.根据实验班学生的前测成绩，将他们按听力和口语水平的不同程度分为高、中、低三个层次。对不同语言层次学生的三次听力和口语测试成绩分别进行单向方差分析和事后多重比较，结合课堂观察记录，分析语言水平高低对词串习得速度及听说能力提升幅度产生的影响，探讨哪个语言层次学生从词串教学中受益最大。
3.实验初期对两个班学生的学习动机进行问卷调查，根据调查结果，将学生按学习动机强弱不同分为高、中、低三个层次。对实验班内不同动机层次学生的三次听力和口语测试成绩分别进行单向方差分析和事后多重比较，分析学习动机强弱与词串习得速度和听说能力提升幅度之间的关系。
4.分析课堂观察记录、问卷调查和访谈记录，对学习者在词串输入、认知和输出阶段识别和运用词串的情况以及词串意识的强弱等进行描述性分析，揭示词串掌握情况与听说能力之间的关系，并总结最佳的词串教学策略和教学方法。
经过一年的词串教学实验，通过对相关资料进行定性和定量分析，结果表明：
1.对听力而言，词串能够减轻语言处理负担，加快信息处理速度，提高听力理解程度。问卷调查和访谈结果表明：学生掌握词串越多，越有利于他们抓住听力材料中的关键词和重要信息，能够有效增强学生的短期记忆能力和听力理解能力。
2.对口语而言，词串能够加快口语表达进程，提高口语表达的流利性和准确性，使口语表达更自然更地道。课堂观察结果表明：学生掌握的词串越多、种类越齐全，其口语表达能力越强，自信心也随之提高，语言焦虑程度明显降低。
3.学习动机的强弱直接影响词串的习得进程。实验表明：在教学材料和教学方式相同的情况下，学生的学习动机越强，其词串习得速度和听说成绩提升幅度越明显。反过来，显著的词串教学效果也能够积极影响学习者的情感因素和学习态度，两者相互促进，相得益彰。
4.有效的词串教学策略和方法包括背诵、识别和归类、输入输出相结合等。研究表明：有意识地、频繁地使用高频会话词串，采用真实的语言材料和基于任务的学习方法，能够强化学生的词串意识，增加词串的使用频率和数量，促进词串的吸收和内化，并有助于学生在英语学习过程中养成自觉运用词串策略的良好习惯。
5.不同语言熟练程度的学生在接受词串训练后口语表达能力和听力理解能力均有提高，表明词串教学对提高英语听说能力有普遍的积极的促进作用。但中等水平的学生和学习动机强者听说能力提升幅度最大，这表明词串教学对该类学生效果最好。
本研究的创新性和应用价值主要体现在以下几个方面：首先，用大型语料库中统计出的高频会话词串作为英语听说课程的输入材料，研究词串的整体储存和整体提取对英语听说能力产生的影响，以此角度开展的词串教学研究目前国内外尚不多见，为搞好英语听说教学提供了新的研究视角。其次，在研究方法方面，本研究将理论研究与实践研究相结合，定性研究与定量研究相结合，语料库研究与传统课堂教学研究相结合，通过一学年的词串教学实验，证明词串教学对提高英语听说能力有积极的影响，该研究方法也适用于其他语种的类似研究。第三，本研究将语言水平和学习动机作为调节变量，发现听说水平和学习动机的高低对词串习得速度和听说能力提升幅度均有影响，且两者之间也是相互作用的，该研究结果能为英语教师搞好英语听说教学提供有益的启示。更重要的是，该研究为证明采用基于大型语料库的高频会话词串能够帮助非英语专业学生有效提高英语听说能力提供了必要的实证性证据，它表明词串是可教的并且总结出了一些切实可行的词串教学策略和方法。本研究丰富和补充了同领域的其它研究成果，对提高英语听说教学效率，搞好国内英语词汇、语法教学以及教材的编写有一定的现实指导意义。
This thesis reports the empirical experiment of lexical bundles listed in the BookLongman Grammar of Spoken and Written English among127non-English majorfreshmen in Henan University of Science and Technology, aiming to explore the effects ofhigh-frequency conversational lexical bundles on English listening and speaking skills andto seek the most appropriate strategies for lexical bundles teaching and learning.
In the present research, the following research questions are addressed:
(1) What are the effects of lexical bundles on learner’s listening comprehension andinformation procession skills? Which group of learners will benefit most in their listeningcomprehension skills after lexical bundles training, the listeners with high listeningproficiency level, moderate level or low level?
(2) What are the effects of lexical bundles on learner’s oral expression skills? Whichgroup of learners will benefit most in their English speaking skills after lexical bundlestraining, the speakers with high speaking proficiency level, moderate level or low level?
(3) What are the effects of lexical bundles on learner’s affective factors? Can lexicalbundles help lower learner’s listening anxiety and speaking anxiety?
(4) What are the effects of learning motivation levels on the process of lexical bundlesacquisition as well as on the improvement of listening and speaking skills?
(5) What methods and strategies are effective for the enhancement of the intake andacquisition of lexical bundles?
The research methods include qualitative research and quantitative research.Qualitative research includes classroom observation, questionnaires, and interview.Quantitative research includes pre-test, mid-test and post-test for listening and speaking.The main statistical tools are SPSS17.0and Excel2003.
The research design and procedures are as follows:
First, at the beginning of the experiment, pre-tests for listening and speaking wereconducted for learners in both EG and CG. Mid-tests were made after lexical bundlestreatment for a semester and post-tests were carried out at the end of the second semesterafter lexical bundles experiment for a school year. Independent samples T tests wereperformed on their listening scores and speaking scores in the three tests in order tocompare the teaching efficiency of lexical bundles and explore the effects of lexicalbundles on English listening and speaking skills.
Second, based on their listening scores and speaking scores in the pre-tests, learners in EG were divided into three language proficiency levels: high level, moderate level andlow level. One-way ANOVA and multiple comparisons were made for their listening scoresand speaking scores in the three tests, along with classroom observation, to analyze theeffects of language proficiency levels on lexical bundles acquisition as well as on listeningand speaking skills and to explore which level would benefit most from lexical bundlesteaching and learning.
Third, at the start of the experiment, a questionnaire about learning motivation wasmade among learners in EG and CG. Based on the questionnaire results, learners weredivided into three motivation levels: high level, average level and low level. One-wayANOVA and multiple comparisons were made for their listening scores and speakingscores in the three tests in order to reveal the effects of motivation levels on lexical bundlesacquisition as well as on listening and speaking skills.
Fourth, on the basis of the data from classroom observation, questionnaire andinterview, descriptive analyses were made about learners’ identification and use of lexicalbundles at the stages of lexical bundles input, cognition and output as well as their lexicalbundles consciousness, so as to find out the relationship between the mastery of lexicalbundles and listening and speaking skills, and summarize the most appropriate strategiesand methods for lexical bundles teaching and learning.
After lexical bundles experiment for a school year, through qualitative andquantitative analysis, the following conclusions are drawn:
First, as far as listening is concerned, lexical bundles can ease language procession,accelerate comprehension speed and assure maximum comprehension. The questionnaireand interview show that the more lexical bundles the learners master, the easier for them tograsp the key words and critical information in the listening materials, which can improvetheir short-term memory skills and listening comprehension skills effectively.
Second, as for speaking, lexical bundles can facilitate oral production, enhancelanguage accuracy and fluency and contribute to naturalness and idiomaticity. Classroomobservation shows that the larger amount and more categories of lexical bundles thelearners master, the better their oral English becomes, which can lead to an increases intheir self-confidence and reduce their speaking anxiety significantly.
Third, learning motivation levels directly affect the process of lexical bundlesacquisition. The experiment shows that under the condition of using same teachingmaterials and teaching method, the stronger their learning motivation, the faster and greatertheir improvement. On the other side, the significant teaching effects of lexical bundles canpositively affect learners’ attitude toward English study, so they are mutually interactive and can bring out the best in each other.
Fourth, the most appropriate methods and strategies for lexical bundles learninginclude recitation, identification and classification, input and output combination and so on.The research shows that using lexical bundles consciously and frequently, and adoptingauthentic language materials and task-based teaching method can strengthen learners’awareness of lexical bundles, increase the frequency and numbers of lexical bundles using,facilitate lexical bundles intake and acquisition and help learners form the good habit ofusing lexical bundles strategy in the process of English study.
Fifth, learners with different language proficiency levels all improved their listeningcomprehension skills and oral expression skills after lexical bundles treatment, whichindicates that lexical bundles have wide and positive role in improving listening andspeaking skills. But learners with moderate language level and high motivation levelimproved most, which shows that lexical bundles teaching and learning is most efficientfor such learners.
The creativity and application value of this research mainly lie in the followingaspects:
Firstly, using lexical bundles extracted from large corpus as input materials forlistening and speaking classes to testify the effects of lexical bundles stored and retrievedwholly on listening and speaking skills, study from this perspective was rarely seen bothhome and abroad, so it provides a new study perspective for bettering the teaching oflistening and speaking course.
Secondly, as far as the research methods are concerned, this research combinestheoretical research with experimental research, qualitative research with quantitativeresearch, corpus research with traditional research. After a year’s experiment, the resultsprove that lexical bundles have positive effects on improving listening and speaking skills.The research methods can also be applied to the study of other language varieties.
Thirdly, this research takes language proficiency level and motivation level asmoderator variables and finds that they are mutually interactive and can affect the speed oflexical bundles acquisition and the improvement of listening and speaking skills greatly.Such research results can provide significant implications for teachers of English listeningand speaking course.
Last but not the least, this research can provide hard empirical evidence to prove thathigh-frequency conversational lexical bundles extracted from large corpus can helpnon-English majors improve their listening and speaking skills effectively. It shows thatlexical bundles are teachable and has come up with some feasible strategies for lexical bundles teaching and learning. The present research has enriched and complemented therelated research achievements in the same research sphere, and has an instructivesignificance for domestic teaching and learning of English vocabulary and grammar, aswell as for the editing of English teaching materials.
本研究具体围绕以下问题：
1.高频会话词串对学习者的听力理解能力和信息处理能力有何影响？哪类学生在接受词串训练后听力理解能力提升幅度最大，是听力理解能力强者、中等水平者还是理解能力较差者？
2.高频会话词串对学习者的口语表达能力有何影响？哪类学生在接受词串训练后口语表达能力提升幅度最大，是口语表达能力强者、中等水平者还是表达能力较差者？
3.词串对学习者的情感因素有何影响？词串能否帮助学习者降低口语焦虑程度和听力焦虑程度？
4.学习动机强弱对词串的习得速度以及听说能力提升的幅度有何影响？
5.什么样的教学策略能够有效促进词串的吸收和内化？
研究方法包括定性研究和定量研究。定性研究包括课堂观察、问卷调查和访谈。定量研究包括前测、中测和后测听力成绩和口语成绩分析。统计工具主要采用SPSS17.0和Excel2003。
研究方案设计和运行过程如下：
1.实验开始时对实验班和控制班学生的听力和口语进行前测，在实验一个学期后进行中测，在第二学期末实验结束时进行后测。将实验班与控制班的三次听力和口语测试成绩用SPSS进行独立样本T检验，比较词串的教学效果，从而揭示词串对听力理解能力和口语表达能力产生的影响。
2.根据实验班学生的前测成绩，将他们按听力和口语水平的不同程度分为高、中、低三个层次。对不同语言层次学生的三次听力和口语测试成绩分别进行单向方差分析和事后多重比较，结合课堂观察记录，分析语言水平高低对词串习得速度及听说能力提升幅度产生的影响，探讨哪个语言层次学生从词串教学中受益最大。
3.实验初期对两个班学生的学习动机进行问卷调查，根据调查结果，将学生按学习动机强弱不同分为高、中、低三个层次。对实验班内不同动机层次学生的三次听力和口语测试成绩分别进行单向方差分析和事后多重比较，分析学习动机强弱与词串习得速度和听说能力提升幅度之间的关系。
4.分析课堂观察记录、问卷调查和访谈记录，对学习者在词串输入、认知和输出阶段识别和运用词串的情况以及词串意识的强弱等进行描述性分析，揭示词串掌握情况与听说能力之间的关系，并总结最佳的词串教学策略和教学方法。
经过一年的词串教学实验，通过对相关资料进行定性和定量分析，结果表明：
1.对听力而言，词串能够减轻语言处理负担，加快信息处理速度，提高听力理解程度。问卷调查和访谈结果表明：学生掌握词串越多，越有利于他们抓住听力材料中的关键词和重要信息，能够有效增强学生的短期记忆能力和听力理解能力。
2.对口语而言，词串能够加快口语表达进程，提高口语表达的流利性和准确性，使口语表达更自然更地道。课堂观察结果表明：学生掌握的词串越多、种类越齐全，其口语表达能力越强，自信心也随之提高，语言焦虑程度明显降低。
3.学习动机的强弱直接影响词串的习得进程。实验表明：在教学材料和教学方式相同的情况下，学生的学习动机越强，其词串习得速度和听说成绩提升幅度越明显。反过来，显著的词串教学效果也能够积极影响学习者的情感因素和学习态度，两者相互促进，相得益彰。
4.有效的词串教学策略和方法包括背诵、识别和归类、输入输出相结合等。研究表明：有意识地、频繁地使用高频会话词串，采用真实的语言材料和基于任务的学习方法，能够强化学生的词串意识，增加词串的使用频率和数量，促进词串的吸收和内化，并有助于学生在英语学习过程中养成自觉运用词串策略的良好习惯。
5.不同语言熟练程度的学生在接受词串训练后口语表达能力和听力理解能力均有提高，表明词串教学对提高英语听说能力有普遍的积极的促进作用。但中等水平的学生和学习动机强者听说能力提升幅度最大，这表明词串教学对该类学生效果最好。
本研究的创新性和应用价值主要体现在以下几个方面：首先，用大型语料库中统计出的高频会话词串作为英语听说课程的输入材料，研究词串的整体储存和整体提取对英语听说能力产生的影响，以此角度开展的词串教学研究目前国内外尚不多见，为搞好英语听说教学提供了新的研究视角。其次，在研究方法方面，本研究将理论研究与实践研究相结合，定性研究与定量研究相结合，语料库研究与传统课堂教学研究相结合，通过一学年的词串教学实验，证明词串教学对提高英语听说能力有积极的影响，该研究方法也适用于其他语种的类似研究。第三，本研究将语言水平和学习动机作为调节变量，发现听说水平和学习动机的高低对词串习得速度和听说能力提升幅度均有影响，且两者之间也是相互作用的，该研究结果能为英语教师搞好英语听说教学提供有益的启示。更重要的是，该研究为证明采用基于大型语料库的高频会话词串能够帮助非英语专业学生有效提高英语听说能力提供了必要的实证性证据，它表明词串是可教的并且总结出了一些切实可行的词串教学策略和方法。本研究丰富和补充了同领域的其它研究成果，对提高英语听说教学效率，搞好国内英语词汇、语法教学以及教材的编写有一定的现实指导意义。
This thesis reports the empirical experiment of lexical bundles listed in the BookLongman Grammar of Spoken and Written English among127non-English majorfreshmen in Henan University of Science and Technology, aiming to explore the effects ofhigh-frequency conversational lexical bundles on English listening and speaking skills andto seek the most appropriate strategies for lexical bundles teaching and learning.
In the present research, the following research questions are addressed:
(1) What are the effects of lexical bundles on learner’s listening comprehension andinformation procession skills? Which group of learners will benefit most in their listeningcomprehension skills after lexical bundles training, the listeners with high listeningproficiency level, moderate level or low level?
(2) What are the effects of lexical bundles on learner’s oral expression skills? Whichgroup of learners will benefit most in their English speaking skills after lexical bundlestraining, the speakers with high speaking proficiency level, moderate level or low level?
(3) What are the effects of lexical bundles on learner’s affective factors? Can lexicalbundles help lower learner’s listening anxiety and speaking anxiety?
(4) What are the effects of learning motivation levels on the process of lexical bundlesacquisition as well as on the improvement of listening and speaking skills?
(5) What methods and strategies are effective for the enhancement of the intake andacquisition of lexical bundles?
The research methods include qualitative research and quantitative research.Qualitative research includes classroom observation, questionnaires, and interview.Quantitative research includes pre-test, mid-test and post-test for listening and speaking.The main statistical tools are SPSS17.0and Excel2003.
The research design and procedures are as follows:
First, at the beginning of the experiment, pre-tests for listening and speaking wereconducted for learners in both EG and CG. Mid-tests were made after lexical bundlestreatment for a semester and post-tests were carried out at the end of the second semesterafter lexical bundles experiment for a school year. Independent samples T tests wereperformed on their listening scores and speaking scores in the three tests in order tocompare the teaching efficiency of lexical bundles and explore the effects of lexicalbundles on English listening and speaking skills.
Second, based on their listening scores and speaking scores in the pre-tests, learners in EG were divided into three language proficiency levels: high level, moderate level andlow level. One-way ANOVA and multiple comparisons were made for their listening scoresand speaking scores in the three tests, along with classroom observation, to analyze theeffects of language proficiency levels on lexical bundles acquisition as well as on listeningand speaking skills and to explore which level would benefit most from lexical bundlesteaching and learning.
Third, at the start of the experiment, a questionnaire about learning motivation wasmade among learners in EG and CG. Based on the questionnaire results, learners weredivided into three motivation levels: high level, average level and low level. One-wayANOVA and multiple comparisons were made for their listening scores and speakingscores in the three tests in order to reveal the effects of motivation levels on lexical bundlesacquisition as well as on listening and speaking skills.
Fourth, on the basis of the data from classroom observation, questionnaire andinterview, descriptive analyses were made about learners’ identification and use of lexicalbundles at the stages of lexical bundles input, cognition and output as well as their lexicalbundles consciousness, so as to find out the relationship between the mastery of lexicalbundles and listening and speaking skills, and summarize the most appropriate strategiesand methods for lexical bundles teaching and learning.
After lexical bundles experiment for a school year, through qualitative andquantitative analysis, the following conclusions are drawn:
First, as far as listening is concerned, lexical bundles can ease language procession,accelerate comprehension speed and assure maximum comprehension. The questionnaireand interview show that the more lexical bundles the learners master, the easier for them tograsp the key words and critical information in the listening materials, which can improvetheir short-term memory skills and listening comprehension skills effectively.
Second, as for speaking, lexical bundles can facilitate oral production, enhancelanguage accuracy and fluency and contribute to naturalness and idiomaticity. Classroomobservation shows that the larger amount and more categories of lexical bundles thelearners master, the better their oral English becomes, which can lead to an increases intheir self-confidence and reduce their speaking anxiety significantly.
Third, learning motivation levels directly affect the process of lexical bundlesacquisition. The experiment shows that under the condition of using same teachingmaterials and teaching method, the stronger their learning motivation, the faster and greatertheir improvement. On the other side, the significant teaching effects of lexical bundles canpositively affect learners’ attitude toward English study, so they are mutually interactive and can bring out the best in each other.
Fourth, the most appropriate methods and strategies for lexical bundles learninginclude recitation, identification and classification, input and output combination and so on.The research shows that using lexical bundles consciously and frequently, and adoptingauthentic language materials and task-based teaching method can strengthen learners’awareness of lexical bundles, increase the frequency and numbers of lexical bundles using,facilitate lexical bundles intake and acquisition and help learners form the good habit ofusing lexical bundles strategy in the process of English study.
Fifth, learners with different language proficiency levels all improved their listeningcomprehension skills and oral expression skills after lexical bundles treatment, whichindicates that lexical bundles have wide and positive role in improving listening andspeaking skills. But learners with moderate language level and high motivation levelimproved most, which shows that lexical bundles teaching and learning is most efficientfor such learners.
The creativity and application value of this research mainly lie in the followingaspects:
Firstly, using lexical bundles extracted from large corpus as input materials forlistening and speaking classes to testify the effects of lexical bundles stored and retrievedwholly on listening and speaking skills, study from this perspective was rarely seen bothhome and abroad, so it provides a new study perspective for bettering the teaching oflistening and speaking course.
Secondly, as far as the research methods are concerned, this research combinestheoretical research with experimental research, qualitative research with quantitativeresearch, corpus research with traditional research. After a year’s experiment, the resultsprove that lexical bundles have positive effects on improving listening and speaking skills.The research methods can also be applied to the study of other language varieties.
Thirdly, this research takes language proficiency level and motivation level asmoderator variables and finds that they are mutually interactive and can affect the speed oflexical bundles acquisition and the improvement of listening and speaking skills greatly.Such research results can provide significant implications for teachers of English listeningand speaking course.
Last but not the least, this research can provide hard empirical evidence to prove thathigh-frequency conversational lexical bundles extracted from large corpus can helpnon-English majors improve their listening and speaking skills effectively. It shows thatlexical bundles are teachable and has come up with some feasible strategies for lexical bundles teaching and learning. The present research has enriched and complemented therelated research achievements in the same research sphere, and has an instructivesignificance for domestic teaching and learning of English vocabulary and grammar, aswell as for the editing of English teaching materials.
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