话语标记语对听力理解的影响-外国语言学与应用语言学专业论文.docxVIP

AbstractThe Abstract The study attempts to test the foHowing hypotheses：(1)There are significant differences in two kinds of information units(10w—level and hi【曲一level information units)and the combined information units recalled by the subjects between two lectme versions；(2)There are significant differences in two kinds of information units(10w-level and hi曲一level information units)and combined information units recalled by two performance groups(Medium Performance Group vs．High Performance Group)；(3)There are interactions between language proficiency and lecture version in recalling information at different levels；(4)The learners with lower listening proficiency rely more heavily on discourse markers in recalling information at different levels than those with higher listening proficiency． The present study involves 56 students with medium listening proficiency and 59 students with high listening proficiency from a university in China．It examines how the subjects comprehend and recall information at different levels when listening to a lecture with discourse markers or without discourse markers．The detailed analysis of the data yields the following findings： (1)1．2 learners listening to the lecture with discourse markers recall significantly more low-level information,more high-level information and more combined information than EFL learners exposed to the lecture without discourse markers． (2)Learners at a higher level of listening proficiency recRll significantly more low-level．high—level and combined information than learners with a lower proficiency． (3)There are no statistically significant interactiops between listening proficiency and lecture version for the subjects in recalling low and high—level information as well勰 combined information． (4)Compared with learners with higher listening proficiency，learners with lower listening proficiency rely more heavily on discourse markers in recalling low-level information and combined information．However,in te