词块教学法对缓解英语听力焦虑的实证研究

An Empirical Study of Lexical Chunks Approach in Alleviating English Listening Anxiety

本文以97名高职护理专业学生为对象,研究词块教学法是否能缓解英语听力焦虑、提高学生听力成绩.实验班将词块教学法融入课堂教学的各个环节,对照班仍采用传统的课堂和听力教学模式.用spss15.0软件对实验班和对照班实验前后的听力测试成绩、听力焦虑平均值的数据进行分析.结果显示:听力焦虑情绪在被调查的高职学生中普遍存在,两组受试对象的听力焦虑在实验前后有显著差异(T=3.670,sig=.000<0.01).实验后,实验班和对照班的听力水平均有提高,两个班的听力平均分实验前后在统计学上有显著差异(T=-3.402,Sig=.001<0.01).词块教学法能缓解学生听力焦虑,提高听力理解成绩.

The subjects of this experiment are students of Nursing, this experiment aims to prove whether lexi-cal chunks approach can alleviate students,English listening anxiety, enhance their listening comprehension. Lexi-cal chunks approach is applied in experimental class. In control class, the traditional teaching methods are used as before. The data obtained from the experiment were processed by SPSS15. 0. The experiment proved that listening anxiety existed among higher vocational college students, the statistical data shows that students ^ listening anxiety （T = 3.670 , sig = . 000 〈 0. 01） and listening comprehension （ T = - 3. 402 , Sig = . 001 〈 0. 01 ） have substantial differences in experimental class after the experiment, which proves the hypothesis of the experiment.