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首页> 外文学位 >Effects of speech modification, prior knowledge, and listening proficiency on the lecture listening comprehension of Chinese EFL (English as a Foreign Language) students.
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Effects of speech modification, prior knowledge, and listening proficiency on the lecture listening comprehension of Chinese EFL (English as a Foreign Language) students.

机译：言语修饰，先验知识和听力水平对中国EFL（英语作为外语）学生的演讲听力理解的影响。

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摘要

This thesis reports the results of an empirical study to investigate the effects of speech modification, prior knowledge, and listening proficiency on the comprehension of lecture information by Chinese EFL (English as a Foreign Language) students.;In the study, intermediate-level EFL students were divided into two listening proficiency levels on the basis of scores achieved on the CELT (Comprehensive English Language Test) with the median serving as the cut-off score for high-intermediate-listening-proficient level (HILP) and low-intermediate-listening-proficient level (LILP). Both HILP and LILP students were randomly assigned to one of four groups and asked to listen to a lecture the discourse of which was (1) familiar-unmodified, (2) familiar-modified, (3) unfamiliar-unmodified, or (4) unfamiliar-modified. Five minutes after the lecture presentation, subjects took a multiple-choice comprehension test on the information presented in the lectures.;The test data were subjected to analyses of variance with repeated measure (ANOVR). The results showed that both the HILP and LILP EFL students' scores were higher when listening to the familiar-topic lecture than when listening to the unfamiliar-topic lecture. A significant interaction between speech modification and listening proficiency indicated that the HILP students comprehended better than the LILP students in the modified and unmodified lectures, whether the lecture-topic was familiar or unfamiliar. However, the redundancy of information helped improve the lecture comprehension of the HILP listeners, but not the LILP listeners.;The study also examined the effect of prior knowledge on two different types of test items: (1) passage-independent and (2) passage-dependent items. The results suggest that a test consisting of both types of items may be a test which better measures the integration of a listener's prior knowledge and the new information contained in the lecture discourse than a test consisting only of one test type. Implications of the findings for the development of curriculum materials and tests for English for academic purposes in an EFL environment are reported, and limitations of the study and suggestions for further research are also presented.
机译：本文报告了一项实证研究的结果，以调查语音修饰，先验知识和听力水平对中国EFL（英语作为外语）学生理解演讲信息的影响。根据在CELT（综合英语测验）上获得的分数，将学生分为两个听力水平级别，中位数是高中级听力熟练水平（HILP）和低中级听力水平的截止分数听力水平（LILP）。 HILP和LILP学生被随机分配到四个小组之一，并要求听一堂演讲，演讲内容是（1）不熟悉，不修饰，（2）不熟悉，不修饰，或（4）陌生的修改。演讲后五分钟，受试者对演讲中的信息进行了多项选择理解测试。;对测试数据进行了重复测量方差分析（ANOVR）。结果表明，HILP和LILP EFL学生的分数在听熟悉主题的演讲时要比听不熟悉主题的演讲要高。语音修饰和听力水平之间的显着相互作用表明，无论是对演讲主题是熟悉还是不熟悉，在修改和未修改的讲座中，HILP学生的理解能力都比LILP学生好。然而，信息的冗余有助于提高HILP听众而不是LILP听众的演讲理解能力。该研究还检验了先验知识对两种不同类型测试项目的影响：（1）段落独立和（2）与通道有关的项目。结果表明，由两种类型的项目组成的测试可能是比仅由一种测试类型组成的测试更好地衡量听者的先验知识和演讲话语中包含的新信息的集成的测试。报告了研究结果对在EFL环境中用于学术目的的英语课程材料和测试的开发的意义，并提出了研究的局限性和进一步研究的建议。

著录项

  • 作者

    Chiang, Johnson Chung Shing.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Speech Communication.;Education Language and Literature.
  • 学位 Ph.D.
  • 年度 1990
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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