本科毕业设计英语英语听力困难的原因及其解决方法.docx
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本科毕业设计英语英语听力困难的原因及其解决方法.docx
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本科毕业设计英语英语听力困难的原因及其解决方法
英语本科毕业论文
英语听力困难的原因及其解决方法
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DifficultiesinEnglishListeningandCountermeasures
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摘要
英语听力是一种获得有声信息的活动,也是一种交际能力。
培养英语听力有助于全面提高我们的英语交际能力。
人们曾试图用各种方法提高自己的英语听力,但他们并没有做调查探究对造成英语听力困难的原因,而是想当然的认为大量听,广泛听就能提高自己的英语听力。
这种盲目练习听力的方法并不可取,因为听力是英语组成中的一部分,与其它环节有着密不可分的联系。
造成听力困难的主要原因有以下几方面:
基础知识不扎实(发音词汇背景知识);缺乏听力技能(推测能力不强反应慢短期记忆能力欠缺);没有良好的心理准备。
如果想要提高听力水平,从以上几方面多下功夫,找出对策克服这些障碍,这样你想成为英语听力高手的愿望才能实现。
关键词:
英语听力困难;原因;方法
Abstract
Englishlisteningisanaccesstosoundinformation,aswellasacommunicativecompetence.Therefore,improvinglisteningskillcontributestopromoteEnglishcommunicationskill.PeoplehavetriedlotsofmethodstoimproveEnglishlisteningskill.However,theyhavenotinvestigatedtherealreasonwhyEnglishlisteningissodifficult,andtheytakeitforgrantedthatpracticingmoreextensivelisteningcanimprovetheirlisteningskill.Itisunreasonable,becauselisteningisonepartofEnglishlearningwhichhascloserelationshipwithotherparts.ReasonsthatEnglishlisteningisdifficultcanbediscussedfromseveralaspects:
unstablebasicknowledgeincludingpronunciation,vocabularyandbackgroundknowledge;lackingoflisteningskillsincludingpoorpredictionskill,slowresponsespeedandpoorshort-timememoryskill;andlackingofadequatepsychologicalpreparations.IfyouwanttoimproveyourEnglishlistening,youshouldworkhardintheseaspects,andfindoutcountermeasurestoovercomethosebarriers.ThenyouwillbeatoponeinEnglishlistening.
Keywords:
Englishlisteningdifficulties;reasons;countermeasures
Contents
摘要I
AbstractII
ContentsIII
1Introduction1
2DifficultiesinEnglishListening1
2.1UnstableBasicKnowledge1
2.1.1PronunciationBarriers2
2.1.2VocabularyBarriers2
2.1.3BackgroundKnowledgeBarriers3
2.2LackingofListeningSkills3
2.2.1PoorPredictionSkill3
2.2.2SlowResponseSpeed4
2.2.3PoorShort-timeMemorySkill4
2.3LackingofAdequatePsychologicalPreparation5
3CountermeasurestoDealwiththeDifficulties6
3.1ToEnhancetheBasicKnowledgeduringLearning6
3.1.1LearningPurePronunciationofEnglish6
3.1.2ExpandingVocabulary7
3.1.3ExpandingBackgroundKnowledge8
3.2ToTrainListeningSkills9
3.2.1ImprovingPredictionSkill9
3.2.2ThinkinginEnglishThinkingMode9
3.2.3StrengtheningShort-timeMemory10
3.3ToImprovethePsychologicalQualityofListening11
4Conclusion12
References12
1Introduction
“Anumberofpeoplehavefrequentlymadethepointthatthetotaltimeandindividualengageincommunication:
approximately9%ofwhichisdevotedtowriting,16%toreading,30%tospeaking,and45%tolistening.(Wang2000,16)Therefore,itisundoubtablethatweshouldpaymoreattentiontolisteningintheprocessoflanguageteaching.Accordingtothesedata,wecanconcludethatlisteningplaysanimportantroleinEnglishlearning.What’smore,Englishlisteningaccountsforagreatproportioninexamination,anditbecomesmoreandmoreimportantinEnglishteaching.AlthoughEnglishlisteningisimportantinteaching,itishardtoimproveone’slisteninglevel.Fromtheinvestigation,manypeoplebegintousetelevision,broadcast,radio,computerandothermodernteachingequipmentstotraintheirlisteningskill.Someofthemhavepracticeditforalongtime,butreceivelittleachievement.TheireffortsareinvainbecausetheydonotknowtherealreasonwhyEnglishlisteningisdifficult.
Thepurposeofthispaperistoprovidesomemethodstohelpthelistenersimprovetheirlisteninglevel.
2DifficultiesinEnglishListening
BecauseEnglishandChinesebelongtodifferentlanguagesystems,itisunavoidablethattherearemanydifferencesinpronunciation,intonation,vocabulary,andsentencestructurebetweenthem.Therefore,itisverydifficulttoimprovepeople’slisteningcomprehension.Thefollowingfactorsmakeupthedifficulties.
2.1UnstableBasicKnowledge
Asweallknow,foragrandbuilding,bricksarenecessary.Ifwecomparelisteningasahugebuilding,thebasicknowledgeisjustlikethebrick.Thusthebasisisthefirstpartforanalysis.Themainbarriersinthebasisareasfollows.
2.1.1PronunciationBarriers
Thebiggestbarrierinlisteningishowtodistinguishingpronunciation.Asweallknow,ifwewantedtounderstandlisteningmaterials,itisimportantforustounderstandwords.Somestudentscannotunderstandthesimplestwordsbecausetheyareweakindistinguishingthepronunciationofwordssuchasphoneme,syllable,weakeningandstress.Inaddition,theyarealsoweakindistinguishingtheruleincludingstopsinsense-grouplinking,incompleteplosiveandsoon.AllofthesereasonsbringsomanydifficultiestoEnglishlistening.
What’smore,therearemanydifferencesbetweenAmericanEnglishandBritishEnglish.Generallyspeaking,BritishEnglishisthemajorstandardforEnglishteaching.Therefore,ChinesestudentsarefamiliarwithBritishpronunciation.However,Americanlisteningmaterialsspringupandbecomepopular.Withapoorlisteningcomprehensionskill,ChinesestudentsconsiderlisteningasthemostdifficultpartinEnglishstudy.
Thereisanotherreasontoexplainwhylisteningisdifficult.InoralEnglish,especiallyinfreetalks,weoftenhearsomeinformalpronunciations.Wehavenotlearnedthecorrectpronunciationsinclasses,andwejustimitatethewrongone.Itbecomesawrongcircle:
students’listeningskillbecomesworseandworse.
2.1.2VocabularyBarriers
Asweallknow,vocabularyisthebasisofEnglishlearning,andplaysaleadingrole.Inotherwords,vocabularydecidesone’slisteninglevel.Wecansupposethatanewwordappearswhileyouarelistening,itmustaffectyourcomprehensionofthewholemeaning.Usually,youwillwonderthemeaningofthenewwordandlosethefollowingmaterial.Therefore,abadresultisdestined.
Accordingtothesurvey,wecanfindthatlotsofstudentshavetheprobleminthosewordswhichtheycaneasilyunderstandinreading,butcan’tunderstandinlistening.Itreflectsthatwedistinguishfewerlisteningwordsthanreadingwords.Ifwegraspfewerwords,wewillhavepoorerlisteningskill.Limitedbylanguagesurrounding,Chinesestudentsremembervocabularybyrecitationinsteadofcommunication.Duringthisprocess,theyhavenotestablishedtheauditoryimage,sothesewordsturnintoinformationwhichtheycanread,butnotlisten.Onlyifweaccumulateacertainnumberofwords,improvinglisteningskillwillbereality.
2.1.3BackgroundKnowledgeBarriers
Alargenumberofstudentscannotunderstandlisteningmaterialsbecausetheyarelackofculturalbackgroundknowledge.Forexample,whenthereisalwayssomeinformationaboutfestivalsincludingHalloween,ThanksgivingDay,AprilFool,youmustfeelconfusedaboutthemifyouhavenotheardthembefore.Onthecontrary,ifthematerialistalkingaboutSpringFestival,perhapsmostofstudentscangainthemainpoints.Thereisnodenyingthatbackgroundknowledgeisessentialforimprovingone’slisteninglevel.
Languageisthecarrierofculture.Thebackgroundinformationwhichlistenersareunfamiliarwithwillaffectlisteners’listeningcomprehension.Therefore,itisimportantforstudentstograspbackgroundknowledgeaboutthecultureaboutEnglish-speakingcountries.InChinese,peoplealwaystalkaboutthemeals,whiletheweatheristhecommontopicforWesterners.Thus,culturaldifferencescaneasilycreatebarriersforlistening.Manystudentsdonotfocusonthesekindsofknowledge,sotheybecomepuzzledwhentheyunderstandthemeaning,butcannotchoosetherightanswer.Thatisbecausetheyjustunderstandtheliteralmeaningbutnotthedeepculturalbackgroundmeaning.
2.2LackingofListeningSkills
Onlyhavingastrongbasicknowledgeisnotenoughforyoutobecomeatoponeinlistening.Listeningskillsalsoplayanimportantroleinlisteningcomprehension.
2.2.1PoorPredictionSkill
Predictionskillmeansastudentcanguesswhatwillcomenextaccordingtotheirknowledgeandlogic.Thisskillisregardedasoneofthemostimportantfactorsincomprehensionandplaysanimportantroleinone’sunderstandingoflisteningcomprehension.Itincludesaskingquestionsandansweringthembeforelistening.Italsocanbesaidthatagoodlisteneroragoodpredictor.Ifyouhavepoorpredictionskill,youcannothaveaclearcontext.Forexample,ifyoucanpredictwhatthemainideaisandwhatwillbetoldbythislisteningmaterialafteryouhavereadthequestionswhichhavebeengivenbypaper,youwillanswerthequestioneasily.Sometimes,youmayanswerthemjustaccordingtoyourprediction,butnotduetolisteningprocess.
Therefore,poorpredictionskillalsocausesthedifficultyforEnglishlisteners.Itisimportantforustodealwiththisproblemifwewanttoimproveourlisteningskill.Weshouldpaymoreattentiontothispoint.Rememberthat,predictioncanbringmorecluesthanyoucanimagine,anditwillbenefityouinEnglishlistening.
2.2.2SlowResponseSpeed
ItisverycommonthatmanystudentscomplainthatEnglishlistening’speedareplayedtoofast.TheyevenblamethisreasonfortheirpoorEnglishlisteningskill.Wecannotdenythatlistenerswillgetabadresultforthetoofastspeed.Ifthespeedistoofast,theinformationflowsaway,andlistenershavenotenoughtimetothinkaboutthespeaker’smeaning,soitisimpossibleforlistenerstounderstandthematerial.
Asamatteroffact,someEnglishlisteningmaterials’speedarenotplayedtoofasttounderstandforlisteners,theyarestillconsidereddifficult.Thatisbecausethestudentsareeasilyinfluencedbytheirmotherlangua
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