综合技能集成法在大学英语听力教学中的应用

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ABSTRACT

The thesis probes the effectiveness of the integrated skills approach in teaching

college English listening.

The integrated skills approach means over two skills among four language

skills—listening, speaking, reading and writing are applied in teaching language. It

also means the other language skills are used when some skill is more emphasized. By

this way it can obtain better effects. This approach emphasizes “integration”. It more

focuses on combination and supplement of different activities based on the internal

relation among language skills so that four skills are organically integrated. The

article aims at more training the students’ listening skill combined with other language

skills such as reading, speaking and writing.

The input theory and output theory is theoretical base. Listening and reading are

receptive skills; speaking and writing are productive skills. Listening and reading are

foundation. Without listening and reading, without speaking and writing. Speaking

and writing are the extension of listening and reading. Speaking and writing can

promote the development of listening and reading. If the students often speak English,

they can improve their instinctive feel for the language. When they read the materials,

they can read them more fluently. When they listen to English, they can better

understand the materials. If the students often write something, their mind will

become more nimble, thus they can master the theme of the article more easily. The

hypothesis for this research is: the integrated skills approach is effective in improving

listening teaching than traditional teaching mode.

A questionnaire is conducted among 110 students and the result shows that 90%

of them want to improve their listening level. They can’t improve their listening level

because of their attitude, classroom atmosphere and inappropriate method. They hope

that their teacher can construct a better approach to train their listening.

The experiment is designed. By a listening test, two out of three classes about the

same level are chosen: one is an experimental class and the other is a control class. In

the experimental class the integrated skills approach is applied. In the control class

traditional approach is used. First the students listen to the materials and then the

teacher checks the answer.

The experiment lasts for 16 weeks. The students are tested before and after the

experiment. The collected data are analyzed by SPSS13.0.

iii

Through the analysis of the data collected from the experiment, the result shows

that the average grade in the control class is 69.06 and the average grade in the

experimental class is 76.58.P=0.001＜0.05 is obtained by the independent sample test.

It proves that there exist great difference between the two classes and the grade in the

experimental class is greatly improved.

To sum up, the paper aims to verify the integrated skills approach is more

effective than traditional teaching mode in students’ listening learning. Empirical

studies indicate that the integrated skills approach does enhance English listening

learning. It is hoped that the paper will provide some insights for further studies in

listening teaching and learning.

Key words: College English listening, the Integrated Skills Approach,

Effectiveness.

摘要

本文探讨综合技能集成法在大学英语听力教学中的有效性。

综合技能集成法就是指在语言教学中运用听、说、读、写 4 项语言技能中的

两种以上的技能进行训练，也可指在侧重训练某一技能的同时穿插其他技能的训

练，使教学效果更加明显。此方法强调“集成”，即在充分注意到各项语言技能

之间存在内在联系的基础上注重各项活动之间的衔接与互补，从而使这 4 项技能

有机地融为一体。本文旨在重点培养学生听力技能的同时融入读、说、写等其他

技能的训练。

本文研究的理论基础是输入与输出理论。听读是输入活动，而说写是输出活

动。听读是基础，没有听读活动就谈不上说写，说写是听读活动的延伸；通过说

写的活动又能进一步促进听读活动的展开。学生经常说，会增强他们的语感，当

他们读的时候，他们会读得很流畅，当他们听的时候，他们更容易理解文章的内

容。学生经常动笔写，他们的思维会变得更敏捷，在听的过程中更能准确地把握

文章的主旨。因此提出假设—综合技能集成法比传统的教学方式更有利于听力教

学并希望得到证实。

作者通过对所带班级的 110 名学生进行了问卷调查，发现 90%的学生想提高

他们的听力水平，但是由于他们的学习态度，课堂气氛以及听力方法等方面存在

着问题，使得他们的成绩提高不快。他们想让教师设计出更好的方法来训练他们

的听力。

针对这一问题设计出实验。通过测验从所带的三个班级中选出两个水平相当

的班级：一个作为实验班，另一个作为控制班。在实验班实施综合技能集成法进

行听力教学，在控制班实施传统的听力教学即让学生听完听力内容对答案的方法

进行听力教学。

实验进行了 16 周，实验前后对学生的听力进行了测试，运用 SPSS13.0 统计

软件对实验的数据进行分析。

通过数据分析，结果表明，控制班的平均成绩是 69.06，实验班的平均成绩

是 76.58。通过独立样本检验得出 p=0.001＜0.05，这说明控制班和实验班存在

着很大的差异，实验班学生的成绩明显提高。

总之，本文旨在证实综合技能集成法比传统的单一的教学模式更有效。相关

实验证明了假设的正确性。希望本文能为今后的英语教学中的听力教学提供借

鉴。

关键词：大学英语听力，综合技能集成法，教学效果

CONTENTS

ACKNOWLEDGEMENTS ......................................................................................... i

ABSTRACT ................................................................................................................. ii

摘要 .......................................................................................................................... iv

CONTENTS ................................................................................................................. v

Chapter 1 Introduction ............................................................................................ 1

Chapter 2 Literature Review ................................................................................... 4

2.1 the Input Hypothesis ................................................................................................ 4

2.1.1 Krashen’s Input Hypothesis ........................................................................... 4

2.1.2 Roles of Input in SLA ....................................................................................6

2.1.3 Different Opinions about Input Hypothesis ...................................................6

2.2 Output Hypothesis ................................................................................................... 8

2.2.1 Swain’s Output Hypothesis ............................................................................8

2.2.2 Some Studies on Output Hypothesis ............................................................. 9

2.2.3 The roles of Output ........................................................................................ 9

2.3 The Relationship between Input and Output ......................................................... 11

2.3.1 Input Is Prior to Output ................................................................................11

2.3.2 Output Is a Necessary Supplement to Input ................................................ 12

2.4 The Integrated Skills Approach ............................................................................. 14

2.5 Summary ................................................................................................................15

Chapter 3 Research Methodology ......................................................................... 17

3.1 Hypotheses .............................................................................................................17

3.2 Design of the Questionnaire .................................................................................. 17

3.3 Design of the Experiment ...................................................................................... 18

3.3.1 Steps of Classroom Teaching .......................................................................18

3.3.2 A Sample Lesson ..........................................................................................21

3.3.3 Subjects ........................................................................................................21

3.3.4 Teaching Materials .......................................................................................25

3.3.5 Scoring ......................................................................................................... 26

3.3.6 Statistical Instrument ................................................................................... 26

Chapter 4 Data Analysis .........................................................................................27

4.1 Data Analysis of the Questionnaire ....................................................................... 30

4.2 Findings of the Questionnaire ................................................................................33

4.3 Analysis of the Results of the Experiment .............................................................34

4.3.1 Analysis of the Results of Two Classes before the Experiment .................. 34

4.3.2 Analysis of the Results of Two Classes after the Experiment ..................... 35

4.3.3 Analysis of the Result of Class A in two tests ............................................. 41

4.3.4 Analysis of the Result of Class B in two tests ............................................. 43

4.4 Findings of the experiment .................................................................................... 44

Chapter 5 Conclusion ........................................................................................... 46

5.1The Summary of the Research ................................................................................46

5.2 Implications ........................................................................................................... 46

5.2.1 Application of the Integrated Skills Approach to College Listening Teaching

.............................................................................................................................. 47

5.2.2 Application of the Integrated Skills Approach to Further Research ............ 48

5.3 Limitations of the Research ................................................................................... 48

References ...................................................................................................................50

AppendixⅠA questionnaire .....................................................................................51

AppendixⅡTest paper .............................................................................................55

AppendixⅢTest paper .............................................................................................59

AppendixⅣFrom case study ...................................................................................61

在读期间公开发表的论文 ......................................................................................... 64

Chapter 1 Introduction

It is well known that listening, as an input channel, plays a very important role in

learning foreign language. As Rost (1990) has stated, listening is very important in the

language study for it supplies input for the learner. If the learner could not obtain input

in an appropriate way, he would fail to learn anything. Nowadays, more emphasis has

been put on listening in China. In January 2004, the Ministry of Education revised

College English Curriculum Requirements, in the new curriculum, the goal of college

English teaching is to cultivate students’ comprehensive English abilities, especially

listening and speaking ability. With higher and higher demands, The Reformative Plan

for College English Test Band 4 and Band 6 requires that, from January 2007 on, the

proportion of listening comprehension has been increased by 15% (the former is 20%).

What’s more, listening comprehension test covers a wider range of topics.

According to the statistics from American professor Paul Pankin (1992), the

information people get from social activities, 75% of which is done by listening and

speaking and the portion of listening is 45%. It shows that listening is important in our

communication. Although teachers and students are all aware of the importance of

English listening study, it is not easy for the students to improve their listening abilities

because the influence of examination-oriented education system is widespread. In the

past foreign language teaching paid much attention to the students’ learning about

grammar to a large extent and ignored the cultivation of the students’ foreign language

communication competence. Foreign language teaching is merely a basic subject in

college education. The students desire to master some basic skills, not communicative

competence. About 90% of the students do not have any form of listening practice after

class except the training for examination. Therefore listening teaching is seriously

neglected.

How can we improve the students’ listening level? With this problem the

researcher read some articles about the application of the integrated skills approach in

teaching English. Sun zhonghua (2005) proves the effectiveness of the integrated skills

approach in improving the students’ learning efficiency. Xu jinfen (2002) explores the

application of the integrated skills approach in teaching the students’ intensive reading.

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iiABSTRACTThethesisprobestheeffectivenessoftheintegratedskillsapproachinteachingcollegeEnglishlistening.Theintegratedskillsapproachmeansovertwoskillsamongfourlanguageskills—listening,speaking,readingandwritingareappliedinteachinglanguage.Italsomeanstheotherlanguageskillsareusedwhensomeskillismoreemp...

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