摘要
本研究探讨了课堂上的听写练习对提高中国英语学习者的语言水平的作用。两个平行班的60个受试参加了本研究,30个学生在实验组,另30个学生在控制组。前测的结果表明两个组学生的英语水平(听力、词汇与结构、写作、听写等)没有显著差异。两个组的学生接受相同的英语授课内容和课堂活动,但实验组增加了课堂听写练习。课后学习调查结果显示两组学生在英语学习方面的努力程度也相似。实验后的水平测试结果表明系统的听写练习有助于提高学生的英语听力水平和听写能力。
This study intends to investigate the effect of systematic classroom dictation practice on the language skills of Chinese EFL learners. Theoretically, dictation practice has been regarded as a useful teaching and learning device, but some empirical studies (Jafarpur & Yamini 1991) did not reveal significant difference between the experimental group and the controlled group.
This study reports a similar experiment on Chinese EFL learners. The subjects were sixty second - year college students in the Faculty of Asian Languages and Culture, Guangdong University of Foreign Studies. They were divided into two homogenous groups (one control group and one experimental group). At the beginning of the semester when the experiment began, a pretest showed that the English proficiency of the two groups was similar. The two groups received identical English instruction except that the experimental group received an extra training on taking dictation. A questionnaire was also conducted to investigate some extraneous variables and the results showed that the two groups were identical in this respect. The students met twice a week, with one hour and a half for each class session. The experiment began from the second week of the semester and lasted for 16 weeks. The present writer conducted the classroom instructions to both groups. In every class session, the students in EG had a dictation practice for about 10 minutes. The dictation passages varied from 76 to 189 words, with themes related to the classroom curriculum. Most of the dictation passages were recorded materials. The students listened to the dictation passage for three times. For the first time, they listened for the main idea of the passage. During the second time, the passage was played with pause intervals at natural boundaries for the students to take it down. Finally, they listened again to check their writings. Then the students worked in small groups to work out a complete passage, which is similar to dictogloss. At the end of the semester, a posttest was conducted. Test items included listening comprehension, vocabulary and structure, close, writing, and two dictation passages. The results showed that the two groups were significantly different in their listening comprehension (t = -2.027, p < .05) and dictation-taking (t = -2.042, Dictation I; t = -2.1, Dictation II, chunk scoring, p < . 05) . But the results did not reveal any significance in vocabulary & structure, cloze and writing.
出处
《现代外语》
CSSCI
北大核心
2003年第3期294-301,共8页
Modern Foreign Languages
