课堂环境下基于任务支持的语篇听力理解研究PDF电子书下载

Chapter One Introduction 1

1.1 Need for the study 1

1.1.1 The importance of listening 1

1.1.2 Complexity of frequency in second language learning 2

1.1.3 Necessity of studying question preview in listening comprehension 3

1.2 Research methods and questions 4

1.3 The research purpose 5

1.4 The organization of the book 6

Chapter Two Literature Review 7

2.1 Introduction 7

2.2 Definitions of key terms 7

2.2.1 Listening comprehension 8

2.2.2 Task 16

2.2.3 Task-based and task-supported 21

2.2.4 Task difficulty 23

2.2.5 Task frequency 25

2.3 An overview of related studies 27

2.3.1 Introduction 28

2.3.2 Studies on listening comprehension 28

2.3.3 Empirical studies related to the present study 29

2.3.4 A brief summary of existing studies 38

2.4 Summary 40

Chapter Three Theoretical Framework for the Present Study 41

3.1 Introduction 41

3.2 Input and second language learning 41

3.2.1 Input Hypothesis 41

3.2.2 The role of input 42

3.2.3 Criticism of the Input Hypothesis 46

3.2.4 Input and listening comprehension 47

3.3 Noticing and second language learning 48

3.3.1 Consciousness,attention and awareness 48

3.3.2 Noticing Hypothesis 49

3.3.3 Types of noticing within the information-processing model 51

3.3.4 Noticing and task 53

3.3.5 Noticing and listening comprehension 54

3.4 Comprehension and second language learning 54

3.4.1 What is"comprehension"? 55

3.4.2 Comprehension and input processing 55

3.4.3 The place of comprehension in language learning 56

3.4.4 Comprehension and listening 57

3.5 The role of tasks in the teaching of listening 57

3.6 The framework of the present study 59

3.6.1 Task-supported listening teaching 60

3.6.2 Memory and noticing 61

3.6.3 Memory and comprehension 62

3.7 Summary 63

Chapter Four Research Methodology 65

4.1 Introduction 65

4.2 The pilot study 65

4.2.1 Research questions 65

4.2.2 Subjects 66

4.2.3 Listening material 66

4.2.4 Procedures 66

4.2.5 Data analysis 67

4.2.6 Results and findings 67

4.2.7 Limitations 69

4.2.8 Suggestions for the main study 70

4.3 The main study 71

4.3.1 Research questiona 71

4.3.2 Subjects 72

4.3.3 Research design 75

4.3.4 Instruments 76

4.3.5 Variables of the present study 79

4.3.6 Procedures 80

4.4 Summary 83

Chapter Five Data Analysis 84

5.1 Introduction 84

5.2 Quantitative analysis 84

5.2.1 Comparison of the mean scores within groups 85

5.2.2 Comparison of the mean scores between groups 91

5.2.3 Comparison of the mean scores of the students at the same level 96

5.2.4 Comparison of listening tasks with different difficulty levels 118

5.3 Qualitative analysis 122

5.3.1 Qualitative analysis of questionnaire 123

5.3.2 Qualitative analysis of the interviews 125

5.4 Summary 127

Chapter Six Results and Discussion 128

6.1 Introduction 128

6.2 Effects of three task-supported forms on the text listening comprehension 128

6.2.1 The effects of input frequency on the text listening comprehension 129

6.2.2 The effects of question preview on the text listening comprehension 131

6.2.3 The effects of answer option preview on the text listening comprehension 132

6.3 Effects of three task-supported forms on the text listening comprehension of the learners at different proficiency levels 134

6.3.1 The effects of input frequency on the learners at different proficiency levels 134

6.3.2 The effects of question preview on the learners at different proficiency levels 139

6.3.3 The effects of answer option preview on the learners at different proficiency levels 141

6.4 Effects ofthree task-supported forms on the tasks with different difficulty levels 142

6.4.1 The effects of three task-supported forms on the easy task 142

6.4.2 The effects of three task-supported forms on the difficult task 144

6.4.3 The effects of three task-supported forms on the task with medium difficulty level 145

6.5 The interaction effects of three task-supported forms 146

6.6 Discussion 147

6.6.1 Information processing 147

6.6.2 Purpose and expectation 147

6.6.3 Visuals-based and visuals-aided 148

6.7 Summary 149

Chapter Seven Findings,Implications and Limitations 150

7.1 Introduction 150

7.2 Major findings 150

7.2.1 Findings related to the effects of input frequency on the text listening comprehension 150

7.2.2 Findings related to the effects of question preview on the text listening comprehension 151

7.2.3 Findings related to the effects of answer option preview on the text listening comprehension 152

7.3 Implications 152

7.3.1 Pedagogical implications 152

7.3.2 Testing implications 153

7.3.3 Theoretical implications 155

7.3.4 Methodological implications 156

7.4 Limitations 156

7.5 Suggestions for future research 157

7.6 Summary 159

Bibliography 161

Appendices 174