語(yǔ)篇敘事分析模式對(duì)雅思聽(tīng)力教學(xué)的啟示.pdf

1、長(zhǎng)春理工大學(xué)碩士學(xué)位論文語(yǔ)篇敘事分析模式對(duì)雅思聽(tīng)力教學(xué)的啟示姓名：榮博申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師：于和平20100301AbstractSinceChina’Sreformandopeninguppolicyhighereducationisalsograduallymovingtowardsagreateropenness，especiallyinthelastdecade，sino—foreigncoop

2、erationinthefieldofhighereducationisboomingWiththedevelopmentofforeigncooperationinrunningschools，andstudyingabroad，moreandmorecandidatesattendIELTSHowever，thepresentsituationofIELTSteachinginChinaisnotveryencouraging，es

3、peciallyinpartofIELTSlisteningInspiredbythis，thepresentresearchwillapplyLabov’SmodeltoprobeintoIELTSlisteningteachingprocess，whichisbasedontheformerresearchesLabovputforwardasix—elementstructuretoanalyzethenarrativedisco

4、urse(abstract，orientation，complicatingactions，evaluation，resolutionandcoda)TheapplicationenablesUStoexaminetheframeworkofteachingprocessfromamacropointofviewtoanalyzetheteachingcontentcomprehensivelytomasterthethemeinlis

5、teningprocessNarrativemodelisoneofcognitivemodelswhichhelpspeopletoknowtheworldCombiningwiththefeaturesofIELTSListening，thispaperistryingtoapplyLabov’SmodeltoguidetheprocessofIELTSteachingInordertostrengthenthefeasibilit

6、yofthestudyasampleclassisofferedFurthermore，tocheckthereliabilityandvalidityofthestudydataanalysisandinterviewwereusedforexperiment111eresultsoftheresearchshowUSthatapplyingLabov’Smodel，theteachingprovestobemoreeffective

7、thantraditionalmethodsMoststudentsintheexperimentalgrouphavethecorrectperceptionsoftheirroleintheteachingandlearningofIELTSlistening；theyaremoreactivelyinvolvedinlisteninglearning；theybuildtheirownlearningstrategiesandco

8、uldreflectonhis_D肋stub黝theguidanceofthismodel，teacherscandesignamuchbetterprocessofteaching，organizingteachingactivities；activateclassroomatmosphereandinspiresstudents’enthusiasminlearningKeywords：Labov’Smodel；IELTSliste