大學(xué)英語傳統(tǒng)聽力課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)的整

1、大學(xué)英語傳統(tǒng)聽力課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)的整大學(xué)英語傳統(tǒng)聽力課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)的整合研究A Study on the Integration ofListening Classroom Instruction and Web-assisted AutonomousLearning【作者】龐紅梅；【導(dǎo)師】劉世鑄；【作者基本信息】山東大學(xué)，英語語言文學(xué)，2008， 碩士【摘要】長期以來, 我國大學(xué)英語教學(xué)一直沿用以教師為中心的傳統(tǒng)的課堂教學(xué)模式 , 在這種模式下, 學(xué)生是知識(shí)的被動(dòng)接收者, 而不是積極構(gòu)建者, 他們?cè)谡n堂上學(xué)到的知識(shí)難以靈活運(yùn)用到實(shí)際情境之中。基于建構(gòu)主義的網(wǎng)絡(luò)教育提倡的自主 ,

2、 探究 , 協(xié)作 , 社區(qū)的理念, 給我國大學(xué)英語教學(xué)改革注入了新的活力。鑒于對(duì)中國的大學(xué)生而言, 在聽、說、讀、寫四大基本語言技能中, 英語聽力的習(xí)得始終是一大挑戰(zhàn)和難點(diǎn), 本文以聽力為切入點(diǎn), 對(duì)大學(xué)英語聽力課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)相整合的教學(xué)模式的可行性和其效果進(jìn)行調(diào)查研究。此項(xiàng)研究是在濱州醫(yī)學(xué)院進(jìn)行的山東省教育科學(xué)規(guī)劃課題“大學(xué)英語傳統(tǒng)課堂教學(xué)模式與網(wǎng)絡(luò)交互模式的整合實(shí)踐”的一部分。為證明此種新的網(wǎng)絡(luò)自主學(xué)習(xí)與傳統(tǒng)聽力課堂教學(xué)相整合的教學(xué)模式的可行性, 筆者首先介紹了之前的研究和相關(guān)理論:建構(gòu)主義教育教學(xué)理論, 自主學(xué)習(xí)的概念和其相關(guān)研究, 以及聽力二語習(xí)得理論等。這些研究和理論為該項(xiàng)實(shí)

3、驗(yàn)研究提供了充分的理論基礎(chǔ)。文中還簡單闡述了建構(gòu)主義與網(wǎng)絡(luò)輔助教學(xué), 網(wǎng)絡(luò)輔助教學(xué)與自主學(xué)習(xí)之間的相互關(guān)聯(lián)。接下來筆者介紹了從2006 年 9 月至 2007 年 10 月的傳統(tǒng)聽力課堂教學(xué)與網(wǎng)絡(luò)輔助自主學(xué)習(xí)相整合的實(shí)驗(yàn)研究。本研究選取的受試對(duì)象為山東濱州醫(yī)學(xué)院2006 級(jí)本科生。受試分為實(shí)驗(yàn)組(154 人 ) 和對(duì)照組 (163 人 )。選擇實(shí)驗(yàn)組和對(duì)照組時(shí)確保實(shí)驗(yàn)組和對(duì)照組高考英語成績的均數(shù)(121.493,122.779) 和標(biāo)準(zhǔn)差(4.811,5.437)接近。對(duì)照組仍采用傳統(tǒng)聽力課堂教學(xué)模式。實(shí)驗(yàn)組學(xué)生根據(jù)教師設(shè)計(jì)的單元教學(xué)任務(wù), 采用課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)相整合的教學(xué)模式完成聽力學(xué)

4、習(xí)任務(wù)。實(shí)驗(yàn)組與對(duì)照組都使用新視野大學(xué)英語在語言實(shí)驗(yàn)室展開教學(xué)活動(dòng)。本研究采用了三個(gè)測(cè)量指標(biāo): 英語聽力考試成績、問卷調(diào)查和訪談。測(cè)量學(xué)生聽力成績的工具是大學(xué)英語四級(jí)聽力測(cè)試真題。聽力試題包括三部分: 短句對(duì)話、短文理解和復(fù)合式聽寫, 滿分為 35 分。本次調(diào)查使用的問卷是在Oxford(1990) 的語言學(xué)習(xí)策略使用情況診斷表的基礎(chǔ)上設(shè)計(jì)的聽力學(xué)習(xí)策略使用情況診斷表。聽力成績及問卷均采用SAS軟件處理。為監(jiān)測(cè)新的學(xué)習(xí)模式下，教師和學(xué)生角色的 變化 , 研究人員在實(shí)驗(yàn)組和對(duì)照組分別抽了50 名同學(xué)進(jìn)行訪談。實(shí)驗(yàn)旨在研究下列四個(gè)問題:(1) 在網(wǎng)絡(luò)自主學(xué)習(xí)與課堂教學(xué)相整合的模式下, 實(shí)驗(yàn)組英語聽

5、力成績提高程度是否高于對(duì)照組?(2) 在整合環(huán)境下, 學(xué)生采用怎樣的學(xué)習(xí)策略, 所采用的學(xué)習(xí)策略和聽力學(xué)習(xí)效果是否有聯(lián)系?(3) 在新的學(xué)習(xí)模式中, 學(xué)生和教師分別扮演哪些角色?其扮演的角色與傳統(tǒng)聽力課堂的差異?(4) 如何改進(jìn)網(wǎng)絡(luò)自主學(xué)習(xí)與課堂教學(xué)相整合模式, 從而為學(xué)生提供更好的學(xué)習(xí)環(huán)境并提高學(xué)生的學(xué)習(xí)自主性 ?在為期一年的實(shí)驗(yàn)中, 通過實(shí)驗(yàn)組和對(duì)照組學(xué)生聽力成績對(duì)比, 問卷調(diào)查和訪談形式得出下列結(jié)果: 隨著實(shí)驗(yàn)的進(jìn)行, 實(shí)驗(yàn)組學(xué)生的成績逐漸領(lǐng)先于對(duì)照組。同時(shí)實(shí)驗(yàn)組的聽力水平在實(shí)驗(yàn)結(jié)束時(shí)有了顯著的提高。網(wǎng)絡(luò)自主學(xué)習(xí)環(huán)境下學(xué)習(xí)策略和聽力學(xué)習(xí)效果有聯(lián)系; 學(xué)習(xí)策略不同程度地影響成功或不成功的語

6、言學(xué)習(xí)者。在實(shí)驗(yàn)過程中, 控制組的學(xué)生開始對(duì)對(duì)自己的學(xué)習(xí)做出更多的決定,也同時(shí)承擔(dān)起了更多的責(zé)任, 從而使他們從被動(dòng)的學(xué)習(xí)者過渡到積極的學(xué)習(xí)者。同時(shí)他們的學(xué)習(xí)自主性也相應(yīng)提高。在實(shí)驗(yàn)初級(jí)階段, 雖然教師還有很多的控制權(quán) , 但他們已經(jīng)把一部分控制權(quán)轉(zhuǎn)移給了學(xué)生。與此同時(shí), 他們開始承擔(dān)聽力材料開發(fā)的新角色。在論文的最后部分, 筆者說明了此項(xiàng)研究對(duì)今后教學(xué)和教學(xué)研究的啟示。在大學(xué)英語教學(xué)中, 新的模式相對(duì)傳統(tǒng)模式有一定的優(yōu)勢(shì)。如果條件允許 , 而且技術(shù)上的障礙得到解決, 這種模式是可行的。雖然在實(shí)施中還存在困難和不足, 但網(wǎng)絡(luò)輔助自主學(xué)習(xí)必將在大學(xué)英語教學(xué)乃至整個(gè)英語教學(xué)領(lǐng)域起到重要作用。更多還

7、原【 Abstract 】 For many years,College English education has always been teacher-centered which regards the students as passive learners.In such learning environment,the students are asked to do many drills in classes but what they learn are only isolated,de-contextualized skills and are unable to app

8、ly them in real-world situations.The learner-centered online learning,with principles of learner autonomy,collaborative learning,inquiry and community,injects vitality to the reforms of College English teaching.In China,the acquisition of English listening competency has always been a big challenge

9、for students in universities.So for its typical features listening course is chosen as the study case in the paper in order tovalidate the feasibility and effects of the reform in the College English course by integrating computer and web into the listening class.This study is a part of the Integrat

10、ed Practice of Conventional Classroom Instruction Mode and Web-Assisted Language Learning Mode,conducted in Binzhou Medical University and sponsored by the Educational Department of Shandong Province.In order to justify the application of a hybrid of conventional and web-assisted autonomous learning

11、 from theoretical point of view,the author first gives a brief introduction to some previous researches and related theories:constructivist instructional and learning theories,the concept of autonomous learning and the acquisition of listening comprehension.They provide sufficient theoretic basis fo

12、r this experimental study.The correlations between constructivism and WALL,WALL and autonomous listening learning are also presented in the thesis.Then the author introduces an experimental study on the integrated practice of web-assisted autonomous learning and conventional listening class from Sep

13、tember 2006 to October 2007.The subjects(n=317)of this study are non-English majors enrolled in Binzhou Medical University in 2006,who were studying English during the time of the survey.The subjects were divided into the experimental group(E.G.)and the control group (C.G.).When we chose E.G.and C.G

14、.,care had been taken that the class means(121.493, 122.779)and standard deviations(4.811,5.437)of the subjects Englishperformance in National Entrance Examination in both groups were pretty close.E.G.followed the lesson plans designed by the teacher and fulfilled their listening tasks under the int

15、egrated mode of conventional listening classroom instruction and web-assisted autonomous learning while C.G.followed the conventional mode of listening instruction.Both groups implemented the experiment in the same language lab and used the same textbook-New Horizon College English.The information t

16、hat forms the core of this study was obtained by means of three instruments:listening tests,questionnaires and interviews.The tests used genuine College English Listening Test Band4(CET-4).The listening part in the proficiency tests consisted of three parts:short conversations,short passages and a c

17、ompound dictation.The questionnaire the Listening Strategy Inventory,was designed based on Oxford s Strategy Inventory for Language Learning.The subjects listening scores and their responses to the questionnaires were put into the computer and analyzed by means of the SAS.In order to collect in-dept

18、h information on students andteachers role changes,semi -structured interview was conducted with 50 students from E.G.and 50 students from C.G.in October, 2007.The study was guided by the following four questions:1)Can the implementation of the new learning mode result in significantimprovement of s

19、tudents listening proficiency?2)What strategies do the students use in the integrated mode? Is there correlation between the strategies and the listening proficiency?3)What roles do students and teachers play in the new learning mode? Do the roles they play differ from those in the conventional clas

20、sroom teaching?4)What improvement can we make to perfect our mode so as to provide a better learning environment for students in listening practice and at the same time promote their learner autonomy?After the one-year long experiment,the study finds:As the experiment proceeds, students in E.G.gradu

21、ally perform better than those in the C.G.and there has been a significant improvement of students listening proficiency by the end of the experiment while no such outcome has been found in C.G.There are associations between learning strategies and listening outcomes in the new mode and Oxford s six

22、 categories of learning strategies affect successful and unsuccessful language learners differently.In the experimental process,students in E.G.began to make more decisions on their own learning and take more responsibility,which enabled them to move from a passive language learner to an active one.

23、In this way,their learner autonomy has been promoted as well.At the initial stage,the teacher still had quite a lot of control over the teaching process,but gradually they relinquished some control and gave it to the learners.Meanwhile,they began to assume a new role as materials developer.At the en

24、d,the thesis tries to point out some limitations and also provide possible implications of this research to teaching and further research.The new mode has some advantages over the conventional one in College English teaching and learning.It is feasible if the technological barriers are removed and c

25、onditions permit.Web- assisted autonomous learning may play an important role in the future College English teaching and even in the English Language Teaching field.更多還原【關(guān)鍵詞】大學(xué)英語聽力；建構(gòu)主義；網(wǎng)絡(luò)自主學(xué)習(xí)；課堂教學(xué)；【 Key words】 College English listening ； Constructivism ； Web- assisted autonomous learning ； Classroo

26、m instruction ；參考文獻(xiàn)：大學(xué)英語教師在專業(yè)自主化過程中的制約因素及策略分析在大學(xué)英語如火如荼地進(jìn)行教學(xué)改革的同時(shí), 教師職業(yè)正朝著專業(yè)化的方向邁進(jìn)但由于各種復(fù)雜因素的限制和束縛, 大學(xué)英語教師仍然無法擁有足夠的專業(yè)自主權(quán)。本文試圖探究大學(xué)英語教師在專業(yè)化過程中.收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫來源：高等函授學(xué)報(bào)：哲學(xué)社會(huì)科學(xué)版 2010 年 第 5 期 作者：毛梅娜黃斌 機(jī)構(gòu)：重慶三峽學(xué)院外國語學(xué)院重慶理工大學(xué)外語學(xué)院大學(xué)英語四級(jí)新增快速閱讀理解測(cè)試內(nèi)容效度研究本研究以大學(xué)英語四級(jí)考試改革后新增加的快速閱讀部分為研究對(duì)象, 采用定性和定量相結(jié)合的研究方法, 探討新四級(jí)快速閱讀理解

27、測(cè)試的內(nèi)容效度。研究結(jié)果表明 , 大學(xué)英語四級(jí)新增快速閱讀理解測(cè)試在語法.收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫來源：高等函授學(xué)報(bào)：哲學(xué)社會(huì)科學(xué)版 2010 年 第 5 期 作者：張慧機(jī)構(gòu)：廣西師范大學(xué)外國語學(xué)院論大學(xué)英語教學(xué)改革成敗之關(guān)鍵三維一體化本文通過剖析制約大學(xué)英語教學(xué)改革的主要矛盾, 發(fā)現(xiàn)這些矛盾集中表現(xiàn)為社會(huì)、學(xué)校教師教學(xué)和學(xué)生學(xué)習(xí)三個(gè)方面。這些制約教學(xué)改革的因素具有全局性、關(guān)聯(lián)性和復(fù)雜性的特點(diǎn)。針對(duì)這一特點(diǎn), 筆者提出了.收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫來源：高等函授學(xué)報(bào)：哲學(xué)社會(huì)科學(xué)版 2010 年 第 5 期 作者：趙鋒杰機(jī)構(gòu)：隴南師范高等?？茖W(xué)校英語系大學(xué)英語傳統(tǒng)聽力課堂教學(xué)與網(wǎng)絡(luò)自

28、主 學(xué)習(xí)的整合研究A Study on the Integration of Listening Classroom Instruction and Web-assisted Autonomous Learning【作者】龐紅梅；【導(dǎo)師】劉世鑄；【作者基本信息】山東大學(xué)，英語語言文學(xué)，2008， 碩士【摘要】長期以來, 我國大學(xué)英語教學(xué)一直沿用以教師為中心的傳統(tǒng)的課堂教學(xué)模式 , 在這種模式下, 學(xué)生是知識(shí)的被動(dòng)接收者, 而不是積極構(gòu)建者, 他們?cè)谡n堂上學(xué)到的知識(shí)難以靈活運(yùn)用到實(shí)際情境之中?；诮?gòu)主義的網(wǎng)絡(luò)教育提倡的自主 , 探究 , 協(xié)作 , 社區(qū)的理念, 給我國大學(xué)英語教學(xué)改革注入了新的

29、活力。鑒于對(duì)中國的大學(xué)生而言, 在聽、說、讀、寫四大基本語言技能中, 英語聽力的習(xí)得始終是一大挑戰(zhàn)和難點(diǎn), 本文以聽力為切入點(diǎn), 對(duì)大學(xué)英語聽力課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)相整合的教學(xué)模式的可行性和其效果進(jìn)行調(diào)查研究。此項(xiàng)研究是在濱州醫(yī)學(xué)院進(jìn)行的山東省教育科學(xué)規(guī)劃課題“大學(xué)英語傳統(tǒng)課堂教學(xué)模式與網(wǎng)絡(luò)交互模式的整合實(shí)踐”的一部分。為證明此種新的網(wǎng)絡(luò)自主學(xué)習(xí)與傳統(tǒng)聽力課堂教學(xué)相整合的教學(xué)模式的可行性, 筆者首先介紹了之前的研究和相關(guān)理論:建構(gòu)主義教育教學(xué)理論, 自主學(xué)習(xí)的概念和其相關(guān)研究, 以及聽力二語習(xí)得理論等。這些研究和理論為該項(xiàng)實(shí)驗(yàn)研究提供了充分的理論基礎(chǔ)。文中還簡單闡述了建構(gòu)主義與網(wǎng)絡(luò)輔助教學(xué),

30、 網(wǎng)絡(luò)輔助教學(xué)與自主學(xué)習(xí)之間的相互關(guān)聯(lián)。接下來筆者介紹了從2006 年 9 月至 2007 年 10 月的傳統(tǒng)聽力課堂教學(xué)與網(wǎng)絡(luò)輔助自主學(xué)習(xí)相整合的實(shí)驗(yàn)研究。本研究選取的受試對(duì)象為山東濱州醫(yī)學(xué)院2006 級(jí)本科生。受試分為實(shí)驗(yàn)組(154 人 ) 和對(duì)照組 (163 人 )。選擇實(shí)驗(yàn)組和對(duì)照組時(shí)確保實(shí)驗(yàn)組和對(duì)照組高考英語成績的均數(shù)(121.493,122.779) 和標(biāo)準(zhǔn)差(4.811,5.437)接近。對(duì)照組仍采用傳統(tǒng)聽力課堂教學(xué)模式。實(shí)驗(yàn)組學(xué)生根據(jù)教師設(shè)計(jì)的單元教學(xué)任務(wù), 采用課堂教學(xué)與網(wǎng)絡(luò)自主學(xué)習(xí)相整合的教學(xué)模式完成聽力學(xué)習(xí)任務(wù)。實(shí)驗(yàn)組與對(duì)照組都使用新視野大學(xué)英語在語言實(shí)驗(yàn)室展開教學(xué)活動(dòng)。

31、本研究采用了三個(gè)測(cè)量指標(biāo): 英語聽力考試成績、問卷調(diào)查和訪談。測(cè)量學(xué)生聽力成績的工具是大學(xué)英語四級(jí)聽力測(cè)試真題。聽力試題包括三部分: 短句對(duì)話、短文理解和復(fù)合式聽寫, 滿分為 35 分。本次調(diào)查使用的問卷是在Oxford(1990) 的語言學(xué)習(xí)策略使用情況診斷表的基礎(chǔ)上設(shè)計(jì)的聽力學(xué)習(xí)策略使用情況診斷表。聽力成績及問卷均采用SAS軟件處理。為監(jiān)測(cè)新的學(xué)習(xí)模式下，教師和學(xué)生角色的變化 , 研究人員在實(shí)驗(yàn)組和對(duì)照組分別抽了50 名同學(xué)進(jìn)行訪談。實(shí)驗(yàn)旨在研究下列四個(gè)問題:(1) 在網(wǎng)絡(luò)自主學(xué)習(xí)與課堂教學(xué)相整合的模式下, 實(shí)驗(yàn)組英語聽力成績提高程度是否高于對(duì)照組?(2) 在整合環(huán)境下, 學(xué)生采用怎樣的學(xué)

32、習(xí)策略, 所采用的學(xué)習(xí)策略和聽力學(xué)習(xí)效果是否有聯(lián)系?(3) 在新的學(xué)習(xí)模式中, 學(xué)生和教師分別扮演哪些角色?其扮演的角色與傳統(tǒng)聽力課堂的差異?(4) 如何改進(jìn)網(wǎng)絡(luò)自主學(xué)習(xí)與課堂教學(xué)相整合模式, 從而為學(xué)生提供更好的學(xué)習(xí)環(huán)境并提高學(xué)生的學(xué)習(xí)自主性?在為期一年的實(shí)驗(yàn)中, 通過實(shí)驗(yàn)組和對(duì)照組學(xué)生聽力成績對(duì)比, 問卷調(diào)查和訪談形式得出下列結(jié)果: 隨著實(shí)驗(yàn)的進(jìn)行, 實(shí)驗(yàn)組學(xué)生的成績逐漸領(lǐng)先于對(duì)照組。同時(shí)實(shí)驗(yàn)組的聽力水平在實(shí)驗(yàn)結(jié)束時(shí)有了顯著的提高。網(wǎng)絡(luò)自主學(xué)習(xí)環(huán)境下學(xué)習(xí)策略和聽力學(xué)習(xí)效果有聯(lián)系; 學(xué)習(xí)策略不同程度地影響成功或不成功的語言學(xué)習(xí)者。在實(shí)驗(yàn)過程中, 控制組的學(xué)生開始對(duì)對(duì)自己的學(xué)習(xí)做出更多的決定,

33、也同時(shí)承擔(dān)起了更多的責(zé)任, 從而使他們從被動(dòng)的學(xué)習(xí)者過渡到積極的學(xué)習(xí)者。同時(shí)他們的學(xué)習(xí)自主性也相應(yīng)提高。在實(shí)驗(yàn)初級(jí)階段, 雖然教師還有很多的控制權(quán) , 但他們已經(jīng)把一部分控制權(quán)轉(zhuǎn)移給了學(xué)生。與此同時(shí), 他們開始承擔(dān)聽力材料開發(fā)的新角色。在論文的最后部分, 筆者說明了此項(xiàng)研究對(duì)今后教學(xué)和教學(xué)研究的啟示。在大學(xué)英語教學(xué)中, 新的模式相對(duì)傳統(tǒng)模式有一定的優(yōu)勢(shì)。如果條件允許 , 而且技術(shù)上的障礙得到解決, 這種模式是可行的。雖然在實(shí)施中還存在困難和不足, 但網(wǎng)絡(luò)輔助自主學(xué)習(xí)必將在大學(xué)英語教學(xué)乃至整個(gè)英語教學(xué)領(lǐng)域起到重要作用。更多還原 【 Abstract 】 For many years,Colleg

34、e English education has always been teacher-centered which regards the students as passive learners.In such learning environment,the students are asked to do many drills in classes but what they learn are only isolated,de-contextualized skills and are unable to apply them in real-world situations.Th

35、e learner-centered online learning,with principles of learner autonomy,collaborative learning,inquiry and community,injects vitality to the reforms of College English teaching.In China,the acquisition of English listening competency has always been a big challenge for students in universities.So for

36、 its typical features listening course is chosen as the study case in the paper in order to validate the feasibility and effects of the reform in the College English course by integrating computer and web into the listening class.This study is a part of the Integrated Practice of Conventional Classr

37、oom Instruction Mode and Web-Assisted Language Learning Mode,conducted in Binzhou Medical University and sponsored by the Educational Department of Shandong Province.In order to justify the application of a hybrid of conventional and web-assisted autonomous learning from theoretical point of view,th

38、e author first gives a brief introduction to some previous researches and related theories:constructivist instructional and learning theories,the concept of autonomous learning and the acquisition of listening comprehension.They provide sufficient theoretic basis for this experimental study.The corr

39、elations between constructivism and WALL,WALL and autonomous listening learning are also presented in the thesis.Then the author introduces an experimental study on the integrated practice of web-assisted autonomous learning and conventional listening class from September 2006 to October 2007.The su

40、bjects(n=317)of this study are non-English majors enrolled in Binzhou Medical University in 2006,who were studying English during the time of the survey.The subjects were divided into theexperimental group(E.G.)and the control group (C.G.).When we chose E.G.and C.G.,care had been taken that the clas

41、s means(121.493, 122.779)and stan dard deviations(4.811,5.437)of the subjects English performance in National Entrance Examination in both groups were pretty close.E.G.followed the lesson plans designed by the teacher and fulfilled their listening tasks under the integrated mode of conventional list

42、ening classroom instruction and web-assisted autonomous learning while C.G.followed the conventional mode of listening instruction.Both groups implemented the experiment in the same language lab and used the same textbook-New Horizon College English.The information that forms the core of this study

43、was obtained by means of three instruments:listening tests,questionnaires and interviews.The tests used genuine College English Listening Test Band4(CET-4).The listening part in the proficiency tests consisted of three parts:short conversations,short passages and a compound dictation.The questionnai

44、re the Listening Strategy Inventory,was designed based on Oxford s Strategy Inventory for Language Learning.The subjects listening scores and their response s to the questionnaires were put into the computer and analyzed by means of the SAS.In order to collect in- depth information on students and t

45、eachers role changes,semi -structured interview was conducted with 50 students from E.G.and 50 students from C.G.in October, 2007.The study was guided by the following four questions:1)Can the implementation of the new learning mode result in significant improvement of students listening proficiency

46、?2)What strategies do the students use in the integrated mode? Is there correlation between the strategies and the listening proficiency?3)What roles do students and teachers play in the new learning mode? Do the roles they play differ from those in the conventional classroom teaching?4)What improve

47、ment can we make to perfect our mode so as to provide a better learning environment for students in listening practice and at the same time promote their learner autonomy?After the one-year long experiment,the study finds:As the experiment proceeds, students in E.G.gradually perform better than thos

48、e in the C.G.and there has been a significant improvement of students listening proficiency by the end of the experiment while no such outcome has been found in C.G.There are associations between learning strategies and listening outc omes in the new mode and Oxford s six categories of learning strategies affect successful and unsuccessful language learners differently.In the experimental process,students in E.G.began to make more decis