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| 編輯推薦： |
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康立新编著的《课堂环境下基于任务支持的语篇听力理解研究》首先对任务进行了初步定义，进而将“任务支持”和“基于任务”中“任务”的作用区别开来。然后以“输入假说”、“注意假说”和Schmidt的“信息加工模式中的注意类型”等为基础，建立了课堂环境下基于任务支持的外语听力理解的描述模式。在这个理论框架下，本研究以任务支持形式为出发点，以学生的听力水平和任务的难度水平为调节变量，着重探究了三类任务支持形式（重复、预览问题、预览选项）对语篇听力理解的综合影响以及它们的相互作用。本研究具体围绕以下问题：1.课堂环境下，输入频次、问题预览和选项预览对语篇听力理解的影响如何？2.课堂环境下，输入频次、问题预览和选项预览对听力水平不同的学习者的语篇听力理解的影响如何？3.课堂环境下，输入频次、问题预览和选项预览对难度水平不同的任务的影响如何？4.课堂环境下，输入频次、问题预览和选项预览的互动影响如何？
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| 內容簡介： |
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《课堂环境下基于任务支持的语篇听力理解研究》以“输入假说”、“注意假说”和Schmidt的“信息加工模式中的注意类型”等二语习得理论为基础，建立了课堂环境下基于任务支持的外语听力理解的描述模式。然后在这个理论框架下，以任务支持形式为出发点，以学生的听力水平和任务的难度水平为调节变量，着重探究了重复、问题预览、选项预览等任务支持形式对语篇听力理解的综合影响以及它们的相互作用。研究发现的结果对已有的同类研究的结果给以了确认和补充，同时也有一些新的发现。研究对外语教学和语言听力测试的设计都会有一定的指导意义和启发意义。
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| 關於作者： |
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康立新，女，河南科技大学外国语学院副教授，硕士生导师，上海外国语大学英语语言文学博士，曾于南京大学访学。主要研究方向为应用语言学与叙事学等。合著有《话语分析：理论与案例》一书，公开发表论文若干篇，主持和参与的省级和地厅级项目多项。
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| 目錄：
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Chapter One Introduction
1.1 Need for the study
1.1.1 The importance of listening
1.1.2 Complexity of frequency in second language learning
1.1.3 Necessity of studying question preview in listening comprehension
1.2 Research methods and questions
1.3 The research purpose
1.4 The organization of the book
Chapter Two Literature Review
2.1 Introduction
2.2 Definitions of key terms
2.2.I Listening comprehension
2.2.2 Task
2.2.3 Task-based and task-supported
2.2.4 Task difficulty
2.2.5 Task frequency
2.3 An overview of related studies
2.3.1 Introduction
2.3.2 Studies on listening comprehension
2.3.3 Empirical studies related to the present study
2.3.4 A brief summary of existing studies
2.4 Summary
Chapter Three Theoretical Framework for the Present Study
3.1 Introduction
3.2 Input and second language learning
3.2.1 Input Hypothesis
3.2.2 The role of input
3.2.3 Criticism of the Input Hypothesis
3.2.4 Input and listening comprehension
3.3 Noticing and second language learning
3.3.1 Consciousness, attention and awareness
3.3.2 Noticing Hypothesis
3.3.3 Types of noticing within the information-processing model
3.3.4 Noticing and task
3.3.5 Noticing and listening comprehension
3.4 Comprehension and second language learning
3.4.1 What is comprehension?
3.4.2 Comprehension and input processing
3.4.3 The place of comprehension in language learning
3.4.4 Comprehension and listening
3.5 The role of tasks in the teaching of listening
3.6 The framework of the present study
3.6.1 Task-supported listening teaching
3.6.2 Memory and noticing
3.6.3 Memory and comprehension
3.7 Summary
Chapter Four Research Methodology
4.1 Introduction
4.2 The pilot study
4.2.1 Research questions
4.2.2 Subjects
4.2.3 Listening material
4.2.4 Procedures
4.2.5 Data analysis
4.2.6 Results and findings
4.2.7 Limitations
4.2.8 Suggestions for the main study
4.3 The main study
4.3.1 Research questiona
4.3.2 Subjects
4.3.3 Research design
4.3.4 Instruments
4.3.5 Variables of the present study
4.3.6 Procedures
4.4 Summary
Chapter Five Data Analysis
5.1 Introduction
5.2 Quantitative analysis
5.2.1 Comparison of the mean scores within groups
5.2.2 Comparison of the mean scores between groups
5.2.3 Comparison of the mean scores of the students at the same level
5.2.4 Comparison of listening tasks with different difficulty levels
5.3 Qualitative analysis
5.3.1 Qualitative analysis of questionnaire
5.3.2 Qualitative analysis of the interviews
5.4 Summary
Chapter Six Results and Discussion
6.1 Introduction
6.2 Effects of three task-supported forms on the text listening comprehension
6.2.1 The effects of input frequency on the text listening comprehension
6.2.2 The effects of question preview on the text listening comprehension
6.2.3 The effects of answer option preview on the text listening comprehension
6.3 Effects of three task-supported forms on the text listening comprehension of the learners at different proficiency levels
6.3.1 The effects of input frequency on the learners at different proficiency levels
6.3.2 The effects of question preview on the learners at different proficiency levels
6.3.3 The effects of answer option preview on the learners at different proficiency levels
6.4 Effects of three task-supported forms on the tasks with different difficulty levels
6.4.1 The effects of three task-supported forms on the easy task
6.4.2 The effects of three task-supported forms on the difficult task
6.4.3 The effects of three task-supported forms on the task with medium difficulty level
6.5 The interaction effects of three task-supported forms
6.6 Discussion
6.6.1 Information processing
6.6.2 Purpose and expectation
6.6.3 Visuals-based and visuals-aided
6.7 Summary
Chapter Seven Findings, Implications and Limitations
7.1 Introduction
7.2 Major findings
7.2.1 Findings related to the effects of input frequency on the text listening comprehension
7.2.2 Findings related to the effects of question preview on the text listening comprehension
7.2.3 Findings related to the effects of answer option preview on the text listening comprehension
7.3 Implications
7.3.1 Pedagogical implications
7.3.2 Testing implications
7.3.3 Theoretical implications
7.3.4 Methodological implications
7.4 Limitations
7.5 Suggestions for future research
7.6 Summary
Bibliography
Appendices
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