本文關(guān)鍵詞：多模態(tài)輸入對(duì)英語(yǔ)專(zhuān)業(yè)學(xué)生聽(tīng)力理解影響的實(shí)證研究，由筆耕文化傳播整理發(fā)布。

網(wǎng)友wz_198620近日為您收集整理了關(guān)于多模態(tài)輸入對(duì)英語(yǔ)專(zhuān)業(yè)學(xué)生聽(tīng)力理解影響的實(shí)證研究的文檔，希望對(duì)您的工作和學(xué)習(xí)有所幫助。以下是文檔介紹：分類(lèi)號(hào)學(xué)校代碼10542密級(jí)學(xué)號(hào)201323080100ImpactofMultimodalityInputsonEnglishMajors’prehension:anEmpiricalStudy多模態(tài)輸入對(duì)英語(yǔ)專(zhuān)業(yè)學(xué)生聽(tīng)力理解影響的實(shí)證研究指導(dǎo)教師姓名、職稱盎:』:盤(pán)型整握湖南師范大學(xué)學(xué)位評(píng)定委員會(huì)辦公室二。一五年六月萬(wàn)方數(shù)據(jù)ImpactofMultimodalityInputsonEnglishMajors’prehension:anEmpiricalStud!miricalStudy4碭esisSubmittedtoForeignStudiesCollegeOfHunanNormalUniversityinPartialFulfillmentoftheRequirementsFortheDegreeofMasterofEducationintheSubjectofEnglishTeachingMethodologyByOuyangSuzhenUndertheSupervisionofAssociateProfessorZhuXiaozhouChangsha,HunanJune,2015萬(wàn)方數(shù)據(jù)AbstractThisthesiSmainlystudiestheimpactsofmultimodalityinputsonEnglishmajors’prehension.Listening,asstudents’importantlanguagelearningabilitywhichcannotbeignored,playsanextremelyimportantroleinclassroomteaching.Basedonmultimodaldiscourseanalysisandconstructivismlearningtheory,thisthesisaimstoanswerthefollowingthreequestions:1)binationinputsonstudents’prehensionability?2)WhatistheimpactoftheEnglishcaptionandChinesecaptiononstudents’prehensionability?3)prehension?ThisexperimentchosethefreshmenofEnglishmajorinForeignStudiesCollegeofHunanNormalUniversityastheresearchsubjects.TheauthorcarriedoutapretestbyusingCollegeEnglishTestBand4in204tochoose20studentsfromeachclassanddividedtheminto4groups.Duringtheresearchprocedures,binationandstudentswereaskedtowritedownasummarybasedontheirnotes.Thejudgeexperts,whoweremadeupof2foreignteachersand2professionalteachers,萬(wàn)方數(shù)據(jù)markedthelisteningsummaryinthelightofsemanticunitdecidedbythambefore.Intheend,binedquestionnaireandinterviewtoanalyzetheresearchdatabyapplyingone—wayANOVAs.Thisstudydiscoveredthat:1)binationofaudio+video+Englishcaption,isthemostusefulforstudents’prehension;binationofAudioisthesecondmosteffectiveandfollowedbymultimodalityofaudio+video+Chinesecaption.Audio+video(nocaption)hastheworsteffect.2)Captionisadouble—edgedsword.EnglishcaptionandChinesecaptionhavetheirownadvantagesanddrawbacks.Generallyspeaking,Englishcaptionisthemosteffectivetoimprovestudents’prehension.First-gradestudentsCanbeallowedtoturntoChinesecaptionforhelpsometimes,buttheyshouldrealizetheyshouldtrytogetridofaspossibleastheycan.3)Videoclipstrulycandistractlisteners’attentionandcause“division'’effect.Butwhencoordinatedwiththetargetlanguagecaption,whichcancounteracttheinterferenceofvideotosomedegree,videoclipiseffectiveforstudents’prehension.oexperienceandconstructwhattheylearn.Underthecircumstancewherethevideocontentsarecorrespondingtoaudiocontents,prehensiontothelisteningmaterial.Otherwise,multimodalityhasnoapparentinfluenceonstudents’prehensionorjustisnot萬(wàn)方數(shù)據(jù)helpfulata11.binationinputstocultivatelow.gradestudents’listeningabilityandalsohopesthatitcanprovidesomereferencesforEnglishclassroomteachingSOastoenhancetheefficiencyofclassroomteaching.KeyWord:multimodalityinputs;prehension;impact萬(wàn)方數(shù)據(jù)萬(wàn)方數(shù)據(jù)摘要本文旨在研究多模態(tài)輸入對(duì)英語(yǔ)專(zhuān)業(yè)學(xué)生的聽(tīng)力理解的影響程度。聽(tīng)力作為學(xué)生重要的語(yǔ)言學(xué)習(xí)能力,在課堂教學(xué)中占有重要地位,起著不可忽視的作用�；诙嗄B(tài)理論和建構(gòu)主義學(xué)習(xí)理論,本文主要對(duì)下列問(wèn)題進(jìn)行研究:1)不同模態(tài)組合輸入對(duì)學(xué)生聽(tīng)力理解的影響如何?2)英語(yǔ)字幕和漢語(yǔ)字幕對(duì)學(xué)生聽(tīng)力理解的影響如何?3)音頻和視頻在聽(tīng)力理解中具有什么優(yōu)勢(shì)與缺陷?本實(shí)驗(yàn)以湖南師大外

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  本文關(guān)鍵詞：多模態(tài)輸入對(duì)英語(yǔ)專(zhuān)業(yè)學(xué)生聽(tīng)力理解影響的實(shí)證研究，，由筆耕文化傳播整理發(fā)布。