隨著多模態(tài)在英語(yǔ)教學(xué)領(lǐng)域的廣泛運(yùn)用,研究英語(yǔ)聽力中視覺輸入的理解機(jī)制具有相當(dāng)重要的理論和實(shí)踐意義。為了促進(jìn)視覺模態(tài)在高中英語(yǔ)聽力教學(xué)中的使用,為課堂教學(xué)的設(shè)計(jì)以及英語(yǔ)聽力教材的開發(fā)提供指導(dǎo)性原則,本研究探討了多模態(tài)輸入對(duì)高中生聽力理解的影響程度,不同視覺模態(tài)的本質(zhì)和影響效果以及多模態(tài)和學(xué)生語(yǔ)言水平之間的相互關(guān)系。需要解決的三個(gè)問題:(1)不同的模態(tài)組合對(duì)學(xué)生聽力理解的影響程度如何?(2)不同的模態(tài)輸入對(duì)高分組和低分組學(xué)生的影響如何?(3)不同主題材料的多模態(tài)輸入對(duì)學(xué)生的聽力理解會(huì)產(chǎn)生何種影響?(4)學(xué)生對(duì)多模態(tài)聽力教學(xué)的態(tài)度是怎樣的?本研究主要采用實(shí)驗(yàn)研究法,將學(xué)生分為人數(shù)相等的三組,對(duì)照組是音頻組,實(shí)驗(yàn)組一是音頻和圖片組,實(shí)驗(yàn)組二是視頻組,借助PsychoPy 1.90.1和E-prime2.0.10這兩個(gè)軟件分別對(duì)三組學(xué)生進(jìn)行聽力測(cè)試,記錄學(xué)生的正確率以及做題反映速度,從而獲悉不同模態(tài)組合對(duì)學(xué)生聽力理解的影響程度。然后進(jìn)行問卷調(diào)查以及訪談,了解學(xué)生對(duì)多模態(tài)的看法以及對(duì)實(shí)驗(yàn)的感受。三個(gè)研究方法的結(jié)果相互補(bǔ)充,相互支持。通過數(shù)據(jù)分析,本研究得出以下結(jié)論:(1)在三組實(shí)驗(yàn)中,視頻組的成績(jī)...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
ChapterⅠ Introduction
    1.1 Research Background
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
ChapterⅡ Literature Review
    2.1 Key Terms
        2.1.1 Listening Comprehension
        2.1.2 Mode
        2.1.3 Multimodality
    2.2 Theoretical Foundations
        2.2.1 Halliday’s Systemic Functional Linguistics
        2.2.2 Kress and van Leeuwen’s Visual Grammar
    2.3 Previous Studies at Home and Abroad
        2.3.1 Previous Studies on Multimodal Teaching Abroad
        2.3.2 Previous Studies on Multimodal Teaching at Home
    2.4 Summary
ChapterⅢ Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Experiment material
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data Collection
ChapterⅣ Results and Discussion
    4.1 Effects of Different Modalities on Students’Listening Comprehension
        4.1.1 Analysis of Different Modes
        4.1.2 Analysis of Students’Grand Scores
        4.1.3 Analysis of Students’Reaction Speed
    4.2 Effects of Multimodal Inputs on Higher and Lower Achievers’Listening Comprehension
        4.2.1 Analysis of Higher and Lower Achievers’Grand Scores
        4.2.2 Comparison of Scores between Higher and Lower Achievers
    4.3 Effects of Topics Combined with Multimodal Inputs on Students’Listening Comprehension
        4.3.1 Analysis of Scores for Listening Topics
        4.3.2 Analysis of Reaction Speed for Listening Topics
    4.4 Students’Attitudes Towards Multimodal Listening Teaching
        4.4.1 Analysis of Questionnaire
        4.4.2 Analysis of Interview
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Theoretical Implication
        5.2.2 Pedagogical Implication
    5.3 Limitation and Further Research
References
AppendixⅠ:Questionnaire
AppendixⅡ:Questions for Interview
AppendixⅢ:Listening Test
List of Tables
List of Figures
List of Abbreviations
Thesis Publishing During 2017-2019
Acknowledgements



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