On the Development of Listening Skills in College English.docx
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OntheDevelopmentofListeningSkillsinCollegeEnglish
学院
本科毕业设计(论文)
题目:
OntheDevelopmentofListeningSkillsinCollegeEnglish
院、系:
学科专业:
英语
学生:
学号:
指导教师:
2010年4月15日
OntheDevelopmentofListeningSkillsinCollegeEnglish
Abstract
Thispapergivesdetailedanalysisofthenatureandprocessoflisteningcomprehensionandthefactorsthataffectit.Onthebasisoftheanalysis,thepapermakessomesuggestionsonhowtoimprovetheteachingandlearningoflisteningcomprehension.Listeningabilityisanindispensablepartinlanguageacquisition,itisnotonlythefoundationoftheabilityofspeaking,readingandwriting,butalsohasbecomeaneffectivemeansoflanguageacquisition.Inparticular,itisfrequentlyusedininternationalcommunication.Withthefastdevelopmentofmodernscienceandtechnology,developinglanguageskillsismuchmoreurgentthanwethink.Theultimategoalofforeignlanguageteachingistocultivatestudents’communicativecompetenceinwhichlisteningskillsplayakeyrole.Severalsuggestionstoimprovingteachingmustbelisted:
Payattentiontothestagesoflisteningteaching.Giveemphasisondevelopingmicro-skillsoflistening.Attachimportancetodevelopingstudents’listeningstrategies.Teachlisteningwithotherlanguageskills.Makegooduseofmodernaudio-visualmediaandotherlearningfacilities.
Keywords:
listeningcomprehension,ability,languageskills,teaching
提高大学生英语听力
摘要
论文详细分析了听力理解的性质、过程以及影响听力理解的因素,在分析的基础上提出了如何提高听力理解教学的建议。
语言学习离不开听力,它不仅是说、读、写等能力发展的基础,而且是一种有效的语言学习方法,尤其是在国际交往日趋密切,科学技术突飞猛进的今天,发展语言能力已变得比我们想象中还要更加迫切。
外语教学的最终目的是培养学生的交际的能力,其中听力起到至关重要的作用。
因此,提高英语听力的几条建议是必备的:
专心于听力教学阶段,注重细微的听力技巧发展,注重发展学生的听力策略,用其他语言技巧来教听力,充分利用多媒体和其他设施。
关键词:
听力理解,能力,语言技能,教学
目录
AbstractI
摘要I
Chapter1Introduction1
1.1TheStudyonEnglishListeningTeaching1
1.2ThePurposeofPaper2
1.3TheStudyMethodsofThisPaper2
Chapter2LiteratureReview3
2.1OverseasReview3
2.2DomesticReview4
Chapter3TheNatureandTheProcessofListeningComprehension6
Chapter4FactorsThatAffectListeningComprehension8
4.1TheLimitationofVocabulary8
4.2TheSpeedofReaction8
4.3ThePronunciationofCollegeStudents8
4.4Listener’sInterest9
4.5TheSpeaker9
4.6TheKnowledgeofCulturalBackground9
4.7PsychologicalFactorofCollegeStudents9
4.8OtherObstacles10
Chapter5SuggestionstoImproveTeaching11
5.1PayAttentiontotheStagesofListeningTeaching12
5.1.1EngagetheLearnersinaPre-listeningActivity13
5.1.2DuringtheListeningActivities13
5.1.3EngageinaPost-listeningActivity.13
5.2GiveEmphasistoDevelopMicro-skillsofListening14
5.3AttachImportancetoDevelopingStudents’ListeningStrategies15
5.3.1IntriguetheStudents’Interesting15
5.3.2PayAttentiontotheSocialCulturalKnowledge15
5.3.3ImprovetheVocabularyandPronounceCorrectly15
5.3.4BuildConfidenceWhenListeningEnglish16
5.3.5TraintheStudents’ListeningSkill16
5.4TeachListeningwithOtherLanguageSkills.17
5.4.1RemovetheEffectofVoicetoListening17
5.4.2RemovetheEffectofGrammartoListening17
5.5MakeGooduseofModernMulti-mediaandOtherLearningFacilities.18
5.5.1UseMulti-mediaTechnologytoSimulateofRealListeningEnvironment18
5.5.2UseMulti-mediatoStimulateStudents'Interest,ReduceStudentsAnxiety18
5.5.3UseMulti-mediatoPromotetheInteractioninListeningClass19
Chapter6TheProspectsofEnglishListeningStudy20
Chapter7Conclusion21
Acknowledgements22
References23
Chapter1Introduction
1.1TheStudyonEnglishListeningTeaching
Listeninginvolveshearingthespeaker’swords,understandingthemessageanditsimportancetothespeaker,andcommunicatingthatunderstandingtothespeaker.Theapparentproblemis,ofallthecommunicationskills,listeningistheearliestlearnedandthemostfrequentlyused,yetitseemstobetheleastmastered.
Thestatusoflisteningteaching:
traditionallisteningteachinginEnglishisthatteachersfirstlymakestudentslistentothelisteningmaterialsandthenstudentswilltakeexercise.McDonoughoncepointedthatthismethodisawayoftesting,nottheteachingmethod.Throughthiseducationform,studentswouldalwaysbepassiveinaction;thelimitedlisteninglevelwouldstillbethebiggestobstacleintheirprocessofcommunication.WiththefurtherdevelopmentandreformofEnglisheducationincollege,listeningteachingisbecomingincreasinglyimportantandpopular.During1980s,someexpertsbegantostudylisteningstrategies.During1990sresearchersmadeadjustmenttotheconnectionbetweenlisteningstrategiesandlisteninglevelandfinallymadeaconclusionthatlisteningstrategyisofgreateffectiveness.During21stcenturylisteningstrategyhasenteredanewage;manyresearchershaveputthisstrategyintopractice.Intheend,itisprovedtobenecessaryforstudents.Moreover,studentsatdifferentlisteninglevelsshouldlearntograsplisteningstrategiesthatcanappropriatelymeettheirneedsandcultivatetheirautonomouslearning,whichemphasizesstudents’activenessandindividualtraits.
Sinceitisdifferentfromtraditionalteachingmethod,itisnotsmoothinimplementingthedetailedproceduresandtheresultsarenotpromising.Atthesametime,during1980smodernaudio-visualmediabegantospringup,whichfacilitateslisteningteachingtosomedegree.Whiletherealsoexistaresomeproblems,stubbornteachersfindithardtoacceptthisequipment,becauseithindersthedirectemotionalcommunicationbetweenteachersandstudents.Ontheotherhand,ifschoolslavishmuchmorerelianceonmultimediaandevenabusethisequipment,theywon’tuseitproperlyanditwillbehardtorealize“students-centeredclass”teachingdoctrine.Soexpertssuggestthatschoolsshouldcombinethemultimediateachingandtraditionalteachingtogether.
1.2ThePurposeofPaper
Listeningisnotonlythebasicofspeaking,readingandwriting,butalsoisaveryeffectivestudyingtoolsandameansofacquiringknowledge.Especiallyintoday,thecommunicationismorefrequentandthedevelopmentofscienceisrapid,thedevelopmentoflisteningskillsismoreneedthaneverbefore.Inthispaper,Iintendtoexplorethefactorswhichaffectthecollegestudents’listening,removetheseobstacleswhichhinderthecollegestudents’listening,intheend,Iwanttoexplorehowtoimprovethecollegestudents’Englishlistening
1.3TheStudyMethodsofThisPaper
Inthispaper,Ichoosethesefollowingwaystostudyonhowtoimprovecollegestudents’listening.Thefirstwayisinvestigation.Duringtheprocessofinvestigation,IgetsomeexperiencefromthecollegeEnglishteachersandcollegestudents.Thesecondwayisreadingarticleswrittenbyscholars.Throughwhich,Ilearnsomeknowledgeabouthowtoimprovecollegestudents’Englishlistening.
Chapter2LiteratureReview
2.1OverseasReview
FischerandFarris(TheinstructionalbasisofLibra,1995)regardlisteningcomprehensionasaprocessbywhichstudentsactivelyformamentalrepresentationofanauraltextaccordingtopriorknowledgeofthetopicandinformation.
Coakley&Wolvin(ListeningInstruction,1979)suggestthatlisteningcomprehensioninaL2(secondlanguage)istheprocessofreceiving,focusingattentionon,andassigningmeaningtoauralstimuli.Itincludesalistener,whobringspriorknowledgeofthetopic,linguisticknowledgeandcognitiveprocessestothelisteningtask,theauraltext,andtheinteractionbetweenthetwo.
DouglasBrown(1994,TeachingbyPrinciples)defineslisteningcomprehensionasnotonlytheprocessofsendingandreceivingsounds,butalsoastheinteractiveandconsciousprocesstosendandtransmitthemessagetothebrainwhichwillinfluenceintheprocessofcommunication.
AccordingtoAndersonandLynch,therearetwoinfluentialviews:
traditionalviewandalternativeview.Traditionalviewregardedthelistenerasatape-recorderandthelistenertookinandstoredauralmessagesinmuchthesamewayasatape-recorder.AndersonandLynchcriticizedthisviewasinappropriateandinadequate.Thisnotionisnotatenableone.Alternativeviewconsideredthelistenerasanactivemodelbuilder.Thiskindoflistenercouldcombinethenewinformationwithhispreviousknowledgeandexperiencetoreachfullcomprehensionofwhathadbeenheard.AndersonandLynchagreedwiththisview.Itemphasizedtheactiveinterpretationandintegrationofincominginformationwithpriorknowledgeandexperience.Manyscholarssupportedthisview.O’MalleyandChamot(1989,420,Learningstrategiesinsecondlanguageacquisition)madeaconclusionbydoingaresearchonLCin1989:
“Listeningcomprehensionisanactiveandconsciousprocessinwhichthelistenerconstructsmeaningbyusingcuesfromcontextualinformationandexistingknowledge,whilerelyinguponmultiplestrategicresourcestofulfillthetaskrequirement”.
2.2DomesticReview
Thesatusoflisteningteaching:
traditionallisteningteachinginEnglishisthatteachersfirstlymakestudentslistentothelisteningmaterialsandthenstudentswilltakeexercise.McDonoughoncepointedthatthismethodisawayoftesting,nottheteachingmethod.Throughthiseducationform,studentswouldalwaysbepassiveinaction,thelimitedlisteninglevelwouldstillbethebiggestobstacleintheirprocessofcommunication.WiththefurtherdevelopmentandreformofEnglisheducationincollege,listeningteachingisbecomingincreasinglyimportantandpopular.During1980s,someexpertsbegantostudylisteningstrategies.During1990sresearchersmadeadjustmenttotheconnectionbetweenlisteningstrategiesandlisteninglevelandfinallymadea
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