学科因素对大学英语听力发展影响的调查研究

A Study on the Influence of Disciplinary Factors on the Development of College English Listening

摘要: 本研究利用英语测试调查法，探讨学科因素对大学英语听力教学发展的影响。受试来自西北地区某双一流大学29个学院3963名学生。调查结果显示：1) 学科因素对英语听力能力发展有重要影响。不同学科学生的英语听力水平之间存在差距，医学类和艺术类学生的听力成绩显著低于经管类、文科类和理工类学生，但前者进步幅度更大。2) 同级别内部各学科成绩不具有相似性。艺术类各级别学生第一和第三次测试时的成绩都领先于其他类别的学生，但第二次测试B、D级成绩波动最大；医学类和理工类成绩整体处于中等水平的稳定状态；经管类学生三次测试成绩普遍较高，但A级成绩相对较低；文科类A~D级成绩较高，但第三次考试A级学生退步明显。3) 医学定向生与普通医学生听力成绩存在差异。免费医学定向生三次成绩远低于普通招考的医学生成绩。研究表明：学科因素对大学英语听力教学有重要影响，我们建议在进行大学英语分级教学时，考虑学科因素，进行适当的学科比例调配。

Abstract: The influence of disciplinary factors in English listening comprehension was investigated in this study, which involved 3963 college students from 29 colleges in a western “Double Top” university. It showed that: 1) disciplinary factors had a significant impact on the development of English listening comprehension. Some differences existed among students from different disciplines in listening comprehension. Scores of medical and art students were significantly lower than those of students from economic and management, liberal arts, science and engineering, but the former ones made greater progresses than the later. 2) No similarity between disciplinary scores within the same level was found. Scores of art students at all levels were higher than those in other disciplines at the first and third tests, but its B and D-level in the second test fluctuated the most. Compared with other subjects, medical students and science and technology students kept a stable state in moderate level. Economic and management students generally had higher scores in all three tests, but their A-level students got relatively lower grades. Liberal arts students had higher performances in A~D levels, but some A-level students in the third test regressed significantly. 3) Difference of score between oriented medical students and ordinary enrolled medical students did exist. Three-time scores of oriented medical students are far lower than those of ordinary enrolled medical students. All in all, this study shows that disciplinary factors have important influences on college English listening comprehension. It suggests that disciplinary factors should not be ignored and should be taken into account in graded college English teaching.