主次模态协同性实证分析——以英语听力教学为例

An Empirical Study of Primary and Secondary Modality Coordination—A Case Study of English Listening Teaching

本文选取英语专业一、二、三年级学生为研究对象,采用定性和定量研究方法,探究听觉模态和视觉模态在不同听力任务和不同听力教学阶段中的协同关系。研究表明,第一,在语音测试任务中,视觉模态和听觉模态在不同的听力阶段形成的关系不同:在听力初级阶段,视觉模态妨碍了听觉模态的信息吸收,对听觉模态形成了干扰;在听力的中、高级阶段,视觉模态对语音能力的提高效果不显著,对听觉模态影响甚微,形成非互补关系;第二,在听力理解任务中,视觉模态和听觉模态形成互补关系,并且一直贯穿听力的初、中、高级阶段。在这一关系中,听觉模态为主模态,视觉模态发挥补充、强化作用。本研究通过多模态协同性在听力教学中的具体应用研究,厘清了听觉模态与视觉模态在听力教学不同阶段、不同任务情况下的相互关系,是对多模态关系研究文献的重要补充,为外语听力多模态教学模式设计提供思路和参考。

The paper aims to explore the coordination of auditive modality and visual modality in different listening tasks and different stages of listening teaching with qualitative and quantitative methods,based on experiment of English majors from grade 1 to grade 3.The findings are as follows.Firstly,in phonetic test task,auditive modality and visual modality form different coordination relationship in different stages of listening teaching： in the primary stage,visual modality obstructs the absorption of information and disturbs the realization of function of auditive modality;in the secondary and advanced stage,visual modality fails to play a great role in phonetic ability and forms a non-complementary relationship with auditive modality.Secondly,auditive modality and visual modality form a complementary relationship in listening comprehension task in the primary,secondary and advanced stages of listening teaching.In the relationship,auditive modality takes priority and visual modality supplies it as complementation and reinforcement.This research explores the relationship between auditive modality and visual modality in different teaching phases and tasks according to the detailed and practical application in listening teaching,supplements the theories in this field and provides new ideas for multimodal teaching.