摘要
对比大学英语多媒体实验班与传统教学对照班学生听力测试成绩,对实验班多媒体辅助英语听力教学进行问卷调查,研究表明:多媒体辅助英语听力教学比传统方法的听力教学效果更好,它可以激发学习者的学习动机;同时,可以丰富学习者的语言输入形式与内容,提高学生的学习兴趣,从而改善其学习效果;此外,多媒体辅助英语听力教学可以有效提高学习者的听力能力。二语习得理论,特别是"输入假设"与"情感过滤假设",在多媒体辅助英语听力教学中发挥着积极的促进作用。
This paper uses SPSS13.0 to analyze the results of listening tests from the multimedia experiment group and a traditional classroom control group and the survey. The statistics show that the muhimedia assisted English listening instruction is more ef- fective than the traditional way of listening teaching, and that it can greatly motivate students＇ learning. Multimedia assisted Eng- lish listening instruction enriches both learners＇ forms and content of language input. It improves learners＇ listening abilities as well. Its unique features can arouse students＇ interest and then enhance effectiveness of learning. SLA theory, especially ＂the Input Hypothesis＂ and ＂the Affective Filter Hypothesis＂ play an important role in multimedia assisted English listening instruction.
出处
《外语学刊》
CSSCI
北大核心
2010年第3期140-143,共4页
Foreign Language Research
关键词
多媒体辅助英语听力教学
二语习得理论
输入
动机
muhimedia-assisted English listening instruction
SLA theory
input
motivation
