【作者】 常华茂；

【导师】 华先发；

【作者基本信息】 华中师范大学 ， 学科教学， 2006， 硕士

【摘要】 听力理解理技能作为学生学习一门外语所必须掌握的四大基本语言技能之一，属于语言输入的一种形式，作为日常人们进行交际的重要手段，因而一直是外语教学关注的焦点。国内外很多专家和学者已经对听力教学做了一些成功的尝试，取得了不少教学成果。本研究从另一个全新的角度来探讨听力教学：即根据话语分析中违反合作原则而导致的会话含义的推导来理解听力材料中以对话形式出现的一类题型；根据语篇理论中的衔接手段的辨析来对听力材料中以独白形式出现的另一类题型进行推理、判断，领会作者意图，了解所听内容大意，预测下文等；从而发展和培养学生的各种听力技能，提高他们的听力水平。 首先本文对听的概念、听的心理特征、听力理解的传统模式、影响听力理解的因素等做了一番阐述；接着指出了高中英语听力教学的现状中存在的一些问题进行了分析，然后阐明了高中英语新课程标准中对高中学生英语听力所提出的要求：接着提出了本实验对于提高学生英语听力能力的预期目标。第二部分是文章的重点：高中英语听力教学新模式。文章首先阐述了听力教学新模式的原则：合作原则和语篇理论。然后讲的是合作原则与语篇理论对高中英语听力教学的启示：其中会话含义的推导可用来指导学生理解对话形式的听力训练材料，语篇理论中的篇章的衔接与连贯对于学生理解独白型的听力材料很有帮助。接下来分别介绍了合作原则、会话含义的推导、篇章的衔接与连贯。接着谈到了高中英语听力教学新模式的策略，具体分析了听力教学新模式的材料策略和方法策略。然后再阐明了高中英语听力新模式的训练方法，针对会话形式和独白形式分别采取不同的训练方法。但它们有一个共同之处就是都是根据整体语言观的思想，在听力教学中融入阅读、写作和口语表达，使得它们相互交融，相互促进，其最终的目的是促进学生听力水平的提高。文章的第三部分具体叙述了实验方案和对实验结果做出的分析，通过实验结果的比较分析，可以看出这一教学模式是比较有成效的。最后指出了该教学模式中存在的问题和需要改进完善的地方。更多还原

【Abstract】 As one of the four basic linguistic techniques, which a foreign-language learner should acquire, listening is a form of input, as well as an important means of daily communication therefore it has been a focus for foreign language teaching, on which experts and scholars have experimented, yielding lots of good results. This thesis tends to explore listening teaching from a completely new angle: to understand one type of listening exercises in the form of dialogue by means of reasoning the meaning of dialogues where speakers disobey the cooperative principle; to infer, judge and comprehend the speaker’s intention, grasp the main idea, predict the following part of another form of listening exercise in the form of monologue through analyzing the cohesive devices, so as to develop students’ listening techniques and improve their listening capability.The paper consists of three parts the first of which talks about the concept of listening, the psychological characteristic of listening and the traditional models of listening comprehension, as well as some factors that influence listening. Then, it turns to the analysis of the problems which occur in present senior school English-listening-teaching. It explains the demands of listening comprehension for senior students according to the new standards of the senior English syllabus; then it talks about the desired goal for improving students’ listening capability. The second part the paper offers the main idea of this paper: the new model of listening-teaching for senior English. First it discusses the principles of this new model: the cooperative principles and discourse theory. Then it points out that the way to derive the meaning of dialogues where speakers disobey the cooperative principles can do great help for students to comprehend the dialogues in listening tests; that the cohesion and coherence which are part of the discourse theory may be very helpful for students to understand monologue in listening exercises as well, all of which inspire the author to think about a new model of listening-teaching for senior English. After that the paper makes a brief introduction to cooperative principles, and to the reasoning of the meaning of a dialogue. Following that it expounds the strategies of this new model: the stuff strategy and the technique strategy, after which it elaborates the detailed ways in which this new model is put into use. The students are trained in different ways when facing different listening materials, however, they have something in common: the ideology of integrated language concept in listening classes, where a teacher not only practices listening, but engages in other activities, such as reading, writing, and speaking, the final goal of which is to improve the students’ listening capability. The third part gives an account of the experimental plan and the更多还原