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本研究调查英语专业学生听力焦虑程度和听力策略能力,旨在探究这二者之间的相关性。通过问卷调查和访谈,发现学生的:(1)听力焦虑程度随英语学习时间的增加有所降低;(2)听力策略能力呈逐年级增强的趋势,但(1)和(2)两方面的变化都不显著;(3)听力焦虑程度和听力策略能力之间呈低度显著的负相关关系。进一步的统计分析发现,学生在听力认知策略方面的能力逐步得到显著提升,但在元认知策略和情感策略方面的能力并没有得到显著提升。研究建议听力教学应将重点从注重文本的正确理解转移到注重如何听上来,以听力材料为手段,以训练学生掌握听力技巧为目的,培养其听力自主学习能力。
This study investigates the degree of listening anxiety and listening strategies of English majors and aims to explore the correlation between the two. Through questionnaires and interviews, we found that: (1) The degree of listening anxiety decreased with the increase of English learning time; (2) The ability of listening strategies showed a trend of increasing year by year, but both (1) and (2) The changes were not significant; (3) There was a low and significant negative correlation between the degree of listening anxiety and the ability of listening strategies. Further statistical analysis found that students’ ability in listening and cognitive strategies has gradually improved significantly, but their ability in meta-cognitive strategies and affective strategies has not been significantly improved. The research suggests that listening teaching should shift its emphasis from correct text-oriented understanding to how to listen to the sound. Listening materials should be used as a means to train students to master listening skills and develop their ability to learn autonomous listening.