先行组织者策略在大学英语听力教学中的应用研究.docx

该【先行组织者策略在大学英语听力教学中的应用研究 】是由【niuww】上传分享，文档一共【3】页，该文档可以免费在线阅读，需要了解更多关于【先行组织者策略在大学英语听力教学中的应用研究 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。先行组织者策略在大学英语听力教学中的应用研究
摘要：
听力是英语学习中十分重要的基础技能，对学习者的英语能力有着重要的影响。然而，由于种种原因，学生在英语听力学习过程中遇到了很多困难。其中之一是由于信息处理容量的限制而导致的听力困难。为了解决这个问题，如果教师采用先行组织者策略来引导学生，在教学方法上应用了一些启发性技巧和教学方法，可以增加学生听力的有效性和效率， 更快速、更准确地获取口语信息， 提高学生的听力听说表现。
关键词：学习困难、大学英语、听力教学、先行组织者策略、启发性教学方法
Abstract：
Listening skill is a crucial foundation skill in English language learning, which significantly influences the learners’ English proficiency. However, many students face various difficulties in learning English listening skills, one of which is the limited capacity of processing information leading to listening difficulty. In order to address this problem, if teachers apply the pre-listening strategy to guide students in the teaching process with some heuristic techniques and teaching methods, they could increase students' listening efficiency and effectively make students acquire oral information faster and more accurately, thus improving their listening and speaking performances in English.
Keywords: Learning difficulties, English learning, Listening teaching, pre-listening strategy, heuristic teaching methods.
1. Introduction
Listening is one of the fundamental language skills, which enhances a learner’s ability to understand the language better. However, listening has been regarded as one of the most challenging tasks in language learning due to a wide range of reasons, which can be categorized into internal factors and external factors, such as learning difficulties, listening to complex information, unfamiliar accents, and different speaking speeds. To alleviate these difficulties, educators have introduced various teaching strategies that aim to enhance learners’ listening skills. One of these strategies is the pre-listening . prior knowledge strategy, which is considered an essential listening skill for English language learners.
2. Literature Review
The pre-listening strategy is a mode of teaching that aims to activate or stimulate learners’ prior knowledge, experience, and expectation before listening to a new topic. The objective of pre-listening is to prepare students’ minds to envisage what they are about to listen to (Wong & Hedger, 2008). By activating students’ prior knowledge, students can relate meaningfully to the topic at hand, which facilitates their comprehension process. Therefore, activating students' background knowledge and expectations has been an essential strategy for listening instruction.
Moreover, many researchers indicate that incorporating heuristic teaching techniques can effectively enhance students' listening performance and encourage language learning. Heuristic teaching methods encourage active learning through exploration of knowledge and experience, which helps students develop their critical thinking and problem-solving skills. Heuristic teaching methods enable students to acquire relevant knowledge and experience through active listening, note-taking, question generation, and summarization (Schmidt, Than, & Finn, 2015). The purpose of heuristic methods is to encourage learners’ intellectual and creative problem-solving skills and to enrich their pedagogy.
3. Research Methodology
The study aims to investigate the effectiveness of the pre-listening strategy in enhancing listening proficiency in a group of English as a Foreign Language (EFL) learners. The participants were 36 Chinese university students, aged between 18-21, who had studied English as a foreign language for a minimum of four years. The study used both qualitative and quantitative research methods to collect data. The quantitative research method includes the pre and post-tests. The qualitative research method includes students' surveys and classroom observations.
4. Results and Discussion
The findings suggest a significant correlation between pre-listening strategy and increase in students' listening efficiency and effectiveness. The majority of the students reported that they found the pre-listening strategy was helpful to them in improving their comprehension, pronunciation, grammar, writing, and speaking skills. Further, the heuristic teaching technique (open-ended questions) used in the study, enabled students to apply their analysis and critical thinking skills more efficiently, which improved their active listening, note-taking, and summarization skills.
5. Conclusion and Recommendations
Overall, the pre-listening strategy, coupled with heuristic teaching techniques, has the potential to enhance the listening proficiency of EFL learners. In a context where the limited capacity of processing information leads to listening difficulties, the pre-listening strategy is recommended to activate learners’ prior knowledge and experience before listening to signals, so as to boost their comprehension of the topic at hand. The study recommends that educators should integrate heuristic teaching methods, including critical thinking, note-taking, question generation, summarization, discussion, and evaluation skills into English language teaching (ELT) curriculum to facilitate students' listening proficiency enhancements.
References
Schmidt, M., Than, K., & Finn, M. (2015). Heuristic teaching methods and learning in the sciences. CBE Life Sciences Education, 14(3), ar31.
Wong, . & Hedger, N. (2008). Developing listening comprehension strategies : A pre-listening framework. Journal of Asia TEFL, 5(3), 17-35.