CAJ | 학술논문

本文选取英语专业一、二、三年级学生为研究对象,采用定性和定量研究方法,探究听觉模态和视觉模态在不同听力任务和不同听力教学阶段中的协同关系。研究表明,第一,在语音测试任务中,视觉模态和听觉模态在不同的听力阶段形成的关系不同：在听力初级阶段,视觉模态妨碍了听觉模态的信息吸收,对听觉模态形成了干扰;在听力的中、高级阶段,视觉模态对语音能力的提高效果不显著,对听觉模态影响甚微,形成非互补关系;第二,在听力理解任务中,视觉模态和听觉模态形成互补关系,并且一直贯穿听力的初、中、高级阶段。在这一关系中,听觉模态为主模态,视觉模态发挥补充、强化作用。本研究通过多模态协同性在听力教学中的具体应用研究,厘清了听觉模态与视觉模态在听力教学不同阶段、不同任务情况下的相互关系,是对多模态关系研究文献的重要补充,为外语听力多模态教学模式设计提供思路和参考。
본문선취영어전업일、이、삼년급학생위연구대상,채용정성화정량연구방법,탐구은각모태화시각모태재불동은력임무화불동은력교학계단중적협동관계。연구표명,제일,재어음측시임무중,시각모태화은각모태재불동적은력계단형성적관계불동：재은력초급계단,시각모태방애료은각모태적신식흡수,대은각모태형성료간우;재은력적중、고급계단,시각모태대어음능력적제고효과불현저,대은각모태영향심미,형성비호보관계;제이,재은력리해임무중,시각모태화은각모태형성호보관계,병차일직관천은력적초、중、고급계단。재저일관계중,은각모태위주모태,시각모태발휘보충、강화작용。본연구통과다모태협동성재은력교학중적구체응용연구,전청료은각모태여시각모태재은력교학불동계단、불동임무정황하적상호관계,시대다모태관계연구문헌적중요보충,위외어은력다모태교학모식설계제공사로화삼고。
The paper aims to explore the coordination of auditive modality and visual modality in different listening tasks and different stages of listening teaching with qualitative and quantitative methods,based on experiment of English majors from grade 1 to grade 3.The findings are as follows.Firstly,in phonetic test task,auditive modality and visual modality form different coordination relationship in different stages of listening teaching： in the primary stage,visual modality obstructs the absorption of information and disturbs the realization of function of auditive modality;in the secondary and advanced stage,visual modality fails to play a great role in phonetic ability and forms a non-complementary relationship with auditive modality.Secondly,auditive modality and visual modality form a complementary relationship in listening comprehension task in the primary,secondary and advanced stages of listening teaching.In the relationship,auditive modality takes priority and visual modality supplies it as complementation and reinforcement.This research explores the relationship between auditive modality and visual modality in different teaching phases and tasks according to the detailed and practical application in listening teaching,supplements the theories in this field and provides new ideas for multimodal teaching.