地区因素对大学英语听力发展影响的调查研究

A Survey of the Influence of Regional Factors on the Development of College English Listening

摘要: 本研究历时3个学期跟踪调查了西部一所“双一流”综合性大学2019级3963名本科生的三次听力成绩。结果表明：1) 听力成绩整体呈现“上升–下降”的变化趋势，第二次成绩高于第一次和第三次；2) 地区因素对听力成绩有突出影响。东部地区成绩最高，其次是中部地区、东北地区和西部地区；3) 各地区的听力成绩变化趋势不完全一致。E级东北地区成绩进步更快，D级西部地区成绩较为稳定，C级中部地区成绩起伏较为明显，B级和A级西部地区学生进步空间较大；4) 听力测试内容的地区差异显著。四个地区D级和E级学生在短对话上发挥较好，A至C级学生普遍在短对话上发挥欠佳。研究结果对英语听力教学有重要的启示作用，大学英语教学应关注学生地区差异，在班级内部合理调配学生地区比例。

Abstract: This study lasted 3 semesters to track and investigate three listening scores of 3963 undergraduates of grade 2019 in a “Double Top” comprehensive university in Western China. The results indicated that: 1) The overall listening performances show an “up-down” trend in which the second score is higher than the first and the third score; 2) Regional factors have a prominent impact on listening performance. The eastern region scores are the highest, followed by the central region, the northeast region and the western region; 3) Trends of three listening scores in different regions are not consistent. The progress of E-level in northeast region is faster, the D-level in western region is more stable, the fluctuation of C-level in central region is obvious, and B and A-level students in western region have greater space for improvement; 4) There are significant regional differences in testing content. D-level and E-level play better in short conversation, while A-level to C-level perform poorer in it. The findings have critical implications for English listening study. Regional differences in students’ scores should not be ignored in College English teaching and learning stages. Allocating regional proportion reasonably within classes is crucial too.