多模态教学干预语块学习与听力理解能力的提高被引量：26

The Positive Impact of Multimodal Intervention Strategies on Chunk Learning and Listening Skills

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摘要母语使用者广泛依赖语块进行交际,这一普遍现象引起语言和二语教育界对传统教学进行反思。由于语言教学模式和学习环境等多方面的原因,中国大学生普遍认为学习英语就是背背单词,而没有向深度方面学习词汇,导致其语言综合能力一直难以提高。针对这一问题,我们尝试从语言学习的输入源头出发,引导学习者改变学习习惯,深度学习语块,在日常教学各个环节中多模态增强突显语块。通过一个学期的教学实践对比,我们发现大学英语多模态语块突显教学能显著促进学习者听力理解能力,此外还有助于从根本上解决语言学习中词汇这一壁垒问题,引导大学生有效地学习词汇,明确学什么、怎么学,并最终促进语言的理解和创造性使用,提高语言综合应用能力。 The ever-increasing awareness of the pervasiveness of language chunks in native-speaker performance leads us to rethink our approach and model to teaching English to non-native speakers. Chinese college students have grasped some chunks for immediate communicative power but displayed far more errors and a relative lack of collocational and idiomatic chunks in both written and oral output. How to improve language output is not the focus of our study. We try to solve the problem by changing the way our students learn the language, especially words. We emphasize multi-modal learning of words as chunks and discusses what we do in daily practice of learning and teaching for one semester. Results show students in our experimental group perform better in listening comprehension and dictation. Some suggestions are put forward to direct students＇ attention into cultivating their habit of learning and using chunks.

作者王娟杨跃

机构地区西安电子科技大学

出处《中国外语》 CSSCI 北大核心 2014年第6期43-52,共10页 Foreign Languages in China

关键词语块干预学习多模态大学英语 language chunks Intervention strategies multimodal College English

分类号 H319.1 [语言文字—英语]

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