英语论文哪里有？本文通过实证研究，我们旨在调查基于认知的课文教学方法和听力策略是否对学生的听力水平和英语核心素养有积极影响。
Chapter 1 Introduction
1.3 Research Significance
Chen Xue(2014)analyzes the research status of high school English listening and finds that the research mostly focuses on the exploration of teaching methods andteaching strategies,and most of them are summaries of their own teaching experienceand lack theoretical support.And the research methods are mostly non-material researchand less empirical research.Although the research has matured a lot in recent years,fewof them put forward a complete listening teaching method and apply it to empiricalresearch.Based on the theoretical guidance of cognitive context,we propose somecorresponding teaching strategies and a complete teaching method for the teaching oflistening.In addition,a ten-week empirical study on listening teaching was carried out.This kind of research is relatively complete and more convincing,thus providingpractical reference for front-line English teachers.At the same time,an in-depthinvestigation was conducted for the research on the current situation of high schoolEnglish listening teaching and students’attitudes towards the new teaching methodthrough questionnaires,listening tests and interviews.Through such quantitative andqualitative research methods,the objectivity of the research is further demonstrated.Thesuggestions and strategies mentioned in this thesis can inspire English teachers andprompt them to think deeply about the teaching of English listening.Furthermore,we tryto infiltrate the core literacy of English subject into listening teaching in order toimplement the new teaching concept of“all-round development”effectively.This notonly improves students’English listening level,but also promotes students’all-rounddevelopment so as to lay a solid foundation for their future development.In short,it ishoped that through this research,English teachers will be aware of the complexity oflistening teaching and pay attention to the problems in listening teaching so that they dotheir best not only to change the current teaching methods to truly improve students’listening level but implement the core literacy of English subjects as well.
Chapter 3 Theoretical Framework
3.1 General Introduction to Cognitive Context
The development of context undergoes a transformation from tradition to cognition.Traditional context is a very inclusive concept,which involves the context of language,the time,place,topic of communication,the way of speaking,the status and relationshipof the two parties,the degree of mutual understanding,people’s knowledge of the world,the culture of communication,social and political background,etc.But the research ofcognitive linguistics shows that the factors that assist language communication are notalways specific occasional factors,and cognitive factors play a decisive role(XiongXueliang,1996).Sperber and Wilson propose the concept of cognitive context in 1986and explain it with relevance theory.Relevance theory believes that in languagecommunication,the listener’s assumptions about the world are stored in the brain andthey are stored in the form of conceptual representations,which constitute the cognitivecontext for processing new information(Miao Xingwei,1997).As a part ofpsychological activity,cognition actually is the process of rational thinkingcorresponding to mental activities such as emotions,motivation,and will.It is theprocess by which the brain processes information of the objective world and itsrelationships so that we can understand the world better.The world is composed of thingsand relationships,so the cognition can also be divided into two parts:the process ofperceiving objective things,forming presentation and image,concepts and categories andthe process of analyzing,judging and inferring about the relationship between items(Zhao Yangfang,1998).Wei Zaijiang(2016)defines cognitive context as:Context is amental phenomenon based on physical experience and understood through categories,concepts,and image schemas.
Chapter 5 Data Analysis and Discussion
5.1 Analysis and Discussion of Questionnaire
In this part,we first use SPSS to analyze the reliability and validity of thequestionnaire to ensure the objectivity of the survey results.Then we made a detailedanalysis of the specific data of the questionnaire,discussing the current listening status ofthe students and their demands for listening teaching.
5.1.1 Analysis of Reliability and Validity
Before the official start of the teaching experiment,we conducted a questionnairesurvey on the two classes respectively,with a total of 20 questions.The main purpose isto investigate the students’current use of listening strategies in the listening process andtheir demands for English listening teaching.The questionnaires were distributed to the90 students in these two classes.After investigation,some questionnaires were invalid,and as many as 80 valid questionnaires were recovered.In order to verify whether thequestionnaire has reliability and validity,the SPSS is used to analyze the result of thequestionnaires.The reliability analysis is shown in the following table 5-1:
5.2 Analysis of Test Scores
In this part,we first analyzed the pre-test scores,compared and analyzed the scoresof the three types of questions in the experimental class and the control class,and thenconducted an independent sample T test on the total scores of the two classes to explorewhether the listening level of the two classes are different.Then we analyzed thepost-test scores of the two classes and conducted a comparative analysis of the scores ofthe three types of questions in the two classes to explore whether the scores of theexperimental class in these three types of questions were improved.Finally,a pairedsample test was conducted on the pre-test and post-test of the two classes to prove onceagain whether the scores of the experimental class were significantly improved.
5.2.1 Analysis of Pre-test Scores
Before the formal listening experiment teaching,we distributed the same listeningtest paper to the students of the two classes and organized the test at the same time.Thesetting of high school English listening questions is divided into two sections.There is atotal of 20 multiple-choice questions with a total of 30 points.In the first section,thereare five small conversations with five questions.And in the second section,there are 5conversation or monologues with 15 questions.The types of questions are basically fixed,and it can be divided into three categories:①Questions about main idea,including themain content of the article,the speaker’s intentions,opinions,attitudes,etc.②Questionsabout detailed information,including specific information in the conversation such astime,location,character,event,etc.③Questions about inference,including thebackground of conversation,the relationship between the speakers,and things that willhappen,etc.
Chapter 6 Conclusion
6.1 Major Findings
Through the empirical research,we aim to investigate whether the cognitivecontext-based teaching method with listening strategies has a positive influence uponstudents’listening level and English core literacy.The major findings are given asfollows.
First,the listening teaching method with cognitive context is conducive to theimprovement of students’comprehensive listening ability.As we know,listeningcomprehension is a complex psychological process of processing and decodinginformation.Therefore,simply playing and processing listening materials cannoteffectively improve students’listening level.It is found from the above analysis that,compared with the traditional listening teaching method,the listening strategy teachingbased on cognitive context is obviously effective.According to the results of test and thefeedback of the interview,students’abilities of listening perception,listening analysisand listening application are all improved to a certain extent.And listening strategyteaching guided by cognitive context can fully mobilize students’cognition in the partsof pre-listening,while-listening and post-listening,really enhancing students’cognitivelevel in the process of listening comprehension.
Second,the new teaching method guided by cognitive context is conducive both tothe cultivation of listening strategies and to the implementation of English core literacyin the classroom from one side.We practise this new listening teaching method guided bycognitive context in order to improve students’listening ability,which itself includes language ability,and on this basis,students’learning ability and thinking quality will alsobe improved to a certain extent.All the elements are the basic constituents of Englishcore literacy.
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