课堂环境下基于任务支持的语篇听力理解研究PDF|Epub|txt|kindle电子书版本网盘下载

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Chapter One Introduction1

1.1 Need for the study1

1.1.1 The importance of listening1

1.1.2 Complexity of frequency in second language learning2

1.1.3 Necessity of studying question preview in listening comprehension3

1.2 Research methods and questions4

1.3 The research purpose5

1.4 The organization of the book6

Chapter Two Literature Review7

2.1 Introduction7

2.2 Definitions of key terms7

2.2.1 Listening comprehension8

2.2.2 Task16

2.2.3 Task-based and task-supported21

2.2.4 Task difficulty23

2.2.5 Task frequency25

2.3 An overview of related studies27

2.3.1 Introduction28

2.3.2 Studies on listening comprehension28

2.3.3 Empirical studies related to the present study29

2.3.4 A brief summary of existing studies38

2.4 Summary40

Chapter Three Theoretical Framework for the Present Study41

3.1 Introduction41

3.2 Input and second language learning41

3.2.1 Input Hypothesis41

3.2.2 The role of input42

3.2.3 Criticism of the Input Hypothesis46

3.2.4 Input and listening comprehension47

3.3 Noticing and second language learning48

3.3.1 Consciousness,attention and awareness48

3.3.2 Noticing Hypothesis49

3.3.3 Types of noticing within the information-processing model51

3.3.4 Noticing and task53

3.3.5 Noticing and listening comprehension54

3.4 Comprehension and second language learning54

3.4.1 What is"comprehension"?55

3.4.2 Comprehension and input processing55

3.4.3 The place of comprehension in language learning56

3.4.4 Comprehension and listening57

3.5 The role of tasks in the teaching of listening57

3.6 The framework of the present study59

3.6.1 Task-supported listening teaching60

3.6.2 Memory and noticing61

3.6.3 Memory and comprehension62

3.7 Summary63

Chapter Four Research Methodology65

4.1 Introduction65

4.2 The pilot study65

4.2.1 Research questions65

4.2.2 Subjects66

4.2.3 Listening material66

4.2.4 Procedures66

4.2.5 Data analysis67

4.2.6 Results and findings67

4.2.7 Limitations69

4.2.8 Suggestions for the main study70

4.3 The main study71

4.3.1 Research questiona71

4.3.2 Subjects72

4.3.3 Research design75

4.3.4 Instruments76

4.3.5 Variables of the present study79

4.3.6 Procedures80

4.4 Summary83

Chapter Five Data Analysis84

5.1 Introduction84

5.2 Quantitative analysis84

5.2.1 Comparison of the mean scores within groups85

5.2.2 Comparison of the mean scores between groups91

5.2.3 Comparison of the mean scores of the students at the same level96

5.2.4 Comparison of listening tasks with different difficulty levels118

5.3 Qualitative analysis122

5.3.1 Qualitative analysis of questionnaire123

5.3.2 Qualitative analysis of the interviews125

5.4 Summary127

Chapter Six Results and Discussion128

6.1 Introduction128

6.2 Effects of three task-supported forms on the text listening comprehension128

6.2.1 The effects of input frequency on the text listening comprehension129

6.2.2 The effects of question preview on the text listening comprehension131

6.2.3 The effects of answer option preview on the text listening comprehension132

6.3 Effects of three task-supported forms on the text listening comprehension of the learners at different proficiency levels134

6.3.1 The effects of input frequency on the learners at different proficiency levels134

6.3.2 The effects of question preview on the learners at different proficiency levels139

6.3.3 The effects of answer option preview on the learners at different proficiency levels141

6.4 Effects ofthree task-supported forms on the tasks with different difficulty levels142

6.4.1 The effects of three task-supported forms on the easy task142

6.4.2 The effects of three task-supported forms on the difficult task144

6.4.3 The effects of three task-supported forms on the task with medium difficulty level145

6.5 The interaction effects of three task-supported forms146

6.6 Discussion147

6.6.1 Information processing147

6.6.2 Purpose and expectation147

6.6.3 Visuals-based and visuals-aided148

6.7 Summary149

Chapter Seven Findings,Implications and Limitations150

7.1 Introduction150

7.2 Major findings150

7.2.1 Findings related to the effects of input frequency on the text listening comprehension150

7.2.2 Findings related to the effects of question preview on the text listening comprehension151

7.2.3 Findings related to the effects of answer option preview on the text listening comprehension152

7.3 Implications152

7.3.1 Pedagogical implications152

7.3.2 Testing implications153

7.3.3 Theoretical implications155

7.3.4 Methodological implications156

7.4 Limitations156

7.5 Suggestions for future research157

7.6 Summary159

Bibliography161

Appendices174