双重代码理论视角下对非英语专业大学生听力理解的分析-an analysis of listening comprehension of non - english majors from the perspective of double code theory.docxVIP

Reference…………………………………………………………………………………………49AppendixI………………………………………………………………………………………..54AppendixII……………………………………………………………………………………….56AppendixIII……………………………………………………………………………………….56AppendixIV……………………………………………………………………………………….57Acknowledgements…………………………………………………………………………………63独创性声明本人声明所呈交的论文是我个人在导师指导下进行的悁究工作及取得的悁究成果。尽我所知，除了文中特别加惣标注和致谢的地方外，论文中不包括其他人惠经发表或撰写过的悁究成果，惁不包含为获得西北师范大恘或其他教育机构的恘位或证书而使用过的材料。与我惊同工作的同志对本悁究所做的任何贡献均惠在论文中作了明确的说明并表示了谢惱。签名：日期：关于论文使用授权的说明本人完全了解西北师范大恘有关保留、使用恘位论文的规定，即：恘校有权保留送交论文的复愎件，允恀论文被查阅和借阅；恘校可惣公布论文的全部或部分内容，可惣采用愝愎、缩愎或其他复制手段保存论文。（保密的论文在解密后应遵守此规定）签名：导师签名：日期：iAbstractListeningcomprehensionisimportantandindispensableforforeign/secondlanguagelearning.ConsiderableattentionhasbeengiventotheexplorationoflisteningprocessandhowtoimproveEFL’slisteningcomprehensionability.However,theoriesonlisteningsuchasbottom-uptheories,top-downtheories,andschematheorycanpartlyexplaintheprocessoflistening,andputmuchemphasisonverbalfactorsinthelisteningprocessratherthannonverbalfactors.Differentfromotherlisteningtheories,DualCodingTheorytakeslisteningasacognitiveactivitymediatedbytwoindependentbutpartlyinterconnectedsymbolicsystems.Oneisthenonverbalsystemspecializedforlanguage,theotheristheverbalsystemspecializedfordealingwithnonverbalobjectsandevents,mentalimageryandaffectiveresponses.Thepresentresearchconductedtwoempiricalstudiesonnonverbalfactorsandonlanguageconcretenesseffectonlisteningcomprehensibility,interestandimmediaterecallofthelisteningpassagesbyadoptingDualCodingTheoryasthetheoreticalbaseinordertobetterunderstandthelisteningprocessofnon-Englishmajorcollegestudentsandfindmorestrategiestoimprovenon-Englishmajorcollegestudents’listeningcomprehensionability.Fiftynon-EnglishmajorsophomoresfromLanzhouJiaotongUniversityareselectedastheparticipantsoftheresearch.Quantitativeanalyticalmethodsareadoptedtoanswertheresearchquestions.Experimentoneinvestigateswhatthedifferencesarebetweentheparticipantswhoevokemorementalimagesandaffectiveresponsesandthosewhoevokefewermentalimagesan