A Study on How to Improve High School Students Listening Skills论文 定稿文档格式.docx

A Study on How to Improve High School Students Listening Skills论文 定稿文档格式.docx

《A Study on How to Improve High School Students Listening Skills论文 定稿文档格式.docx》由会员分享，可在线阅读，更多相关《A Study on How to Improve High School Students Listening Skills论文 定稿文档格式.docx（19页珍藏版）》请在冰豆网上搜索。

英语

指导教师

鲁艳芳职称讲师

2010年5月13日

曲阜师范大学杏坛学院教务处制

AThesis

Submittedto

CollegeofForeignLanguage

XingtanCollege

QufuNormalUniversity

InPartialFulfillmentoftheRequirements

FortheDegreeofBachelorofArts

ByChenFu

UndertheSupervisionofLuYanfang

May2010

ACKNOWLEDGEMENTS

Iwouldliketoextendmysinceregratitudetoallthosewhohelpedmeduringthewritingofthisthesis.

Firstofall,Iammostgratefultomysupervisor,LuYanfang,forherinstructiveadviceandusefulsuggestionsonmythesis.

Secondly,thanksverymuchfortheteachersandstudentsinQufuNO.1MiddleSchoolwhohelpedmedothesurvey.

Iamgreatlyindebtedtoallmyteacherswhohavehelpedmedirectlyandindirectlyinmystudies.AnyprogressthatIhavemadeistheresultoftheirprofoundconcernandselflessdevotion.Amongthemthefollowingrequirementioning:

ProfessorLiXianchun,ProfessorDuanChangzhu,Mr.ZangFuwei,MrsSunHongmei,andMr.GuoYi.

Mysinceregratitudealsogoestomydearmother,mybelovedroomatesandfellowclassmates,fortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.

Finally,Iwouldliketoexpressmyappreciationtoallthewriterswhoseworksarerefferedtointhisthesis.

摘要

听力是英语学习中的一项基本技能。

然而，在“听说读写”四项基本技能中，听力技巧通常被认为是最难获得的。

本文主要分析了影响我国高中生听力能力的各方面因素，并分别从学生和教师的角度给出相应的解决方法，以帮助高中生消除听力理解障碍,提高听力水平。

关键词：

听力理解；

影响因素；

改进策略

ABSTRACT

ListeningisoneoftheessentialskillsinthelearningofEnglish.However,amongthefourskills（listening,speaking,readingandwriting）,itisoftenconsideredtobethemostdifficultonetoacquire.ThispapermainlyanalyzesthecomprehensivefactorsthataffectChinesehighschoolstudents’Englishlisteningability,andprovidesrelevantsolutionstohelpthestudentstoremovethelisteningcomprehensionobstaclesandraiselisteninglevelrespectivelyfromthestudents’perspectiveandtheteachers’perspective.

Keywords:

listeningcomprehension,influencialfactors,improvingstrategies

CONTENTS

1.Introduction…………………………………………………………………………………………………………………1

1.Thecurrentsituationofhighschoolstudents’Englishlistening…………………………2

1.1Analysisofthestatisticsofthequestionnaire……………………………………………………………2

1.1.1ThecurrentproblemsinEnglishlistening………………………………………………………2

1.1.2Thestudents’idealtacticsofimprovingtheirlisteningability………………………3

1.2Reasonsofsuchasituation…………………………………………………………………………………………3

2.Factorsaffectinghighschoolstudents’Englishlisteningcomprehension…………4

2.1Linguisticobstacles………………………………………………………………………………………………………4

2.1.1Obstaclesonphoneticsandphonology……………………………………………………………4

2.1.2Obstaclesonlexicology……………………………………………………………………………………6

2.1.3Obstaclesongrammar………………………………………………………………………………………7

2.1.4Obstaclesoncontext…………………………………………………………………………………………8

2.2.Non-linguisticobstacles………………………………………………………………………………………………9

2.2.1Obstaclesonculturalbackgroundknowledge…………………………………………………9

2.2.2Obstaclesonpsychology…………………………………………………………………………………10

2.2.3Obstaclesonbadlisteninghabits……………………………………………………………………11

2.2.4Obstaclesontempo…………………………………………………………………………………………12

2.2.5Obstaclesonteachers’aspect……………………………………………………………………………13

3.Correspondingstrategiesofimprovinghighschoolstudents’Englishlistening

skills………………………………………………………………………………………………………………………………13

3.1Fromthestudents’perspective…………………………………………………………………………………14

3.1.1Raiseinterestinlistening…………………………………………………………………………………14

3.1.2ConsolidateproficiencyinEnglishlinguisticknowledge……………………………14

3.1.3Makegoodlearninghabits………………………………………………………………………………16

3.2Fromtheteachers’perspective…………………………………………………………………………………18

3.2.1Payenoughattentionontheimportanceoflisteningteaching……………………18

3.2.2Buildthestudents’confidence…………………………………………………………………………18

3.2.3Correctstudents’badlisteninghabits………………………………………………………………19

3.2.4Improveteachingmethods………………………………………………………………………………19

3.2.5Someusefultipsforteachinglistening……………………………………………………………21

4.Conclusion……………………………………………………………………………………………………………………22

WorksCited………………………………………………………………………………………………………………………23

Appendix:

关于高中生英语听力水平现状的调查问卷……………………………………………24

0.Introduction

Asisknowntousall,Englishisthemostwidelyusedlanguageintheworld.Today’sworldscience,economyandculturecentersstillexistintheUnitedStatesandEurope.SoEnglishisgettingmoreandmoreimportant.ThisisalsotrueinopenChinatoday.PeopleareenthusiasticaboutlearningEnglish.FormostChinese,theyhavespendatleastsixyearsonEnglishlearning.However,itseemsthattheirefforthasnotacquirednotableresults.Therefore,Englishteachinginhigh-schoolyearshasbeengettingmoreandmoreattention.

AsCommunicativeLanguageTeachinggrewoutofnewtheoriesoflanguagelearningin1960sinBritain,“themaintestforrealsuccessinEnglishlearningshouldbewhetherornotthelearnerscancommunicateatallinEnglish”（PaulDaviesandEricPearse214）.Itisprobablytheapproachmostacceptedbylanguageexpertstoday.Asaresult,Englishteachingandreformarecomingtoaturningpoint,whichpredictsabrightfutureofEnglisheducationinChina.AStandardEnglishcourseisbeingusedtoreplacetheoldstyleofteaching,whichonlyattachesimportancetogrammarandvocabulary.Thenewmethodwillplacemorestresson“listening”and“speaking”.

Itistruethatlistening,speaking,reading,andwritingarefourbasicskillsinlanguageteachingandlearning.Amongthem,listeningisthemostimportantone.Allthecommunicationsareestablishedonthebasisoflistening.Itisnotonlytheessentialwayofreceivinglanguageinformation,butthebasisofcultivatingotherskillsandlanguagelearning.AccordingtotheBritainlinguistL.G.Alexander’steachingprinciple:

“Nothingshouldbespokenbeforeithasbeenheard.”Itisnecessaryforthelanguagelearnerstodeveloptheirabilityoflistening.Asaresult,modernlanguageteachingtheoryhighlyemphasizestheeffectoflisteningonthelearningandtheuseoflanguage.Bycoincidence,whenbeingaskedwhichisthemostdifficulttoacquireamongthefourskillsofEnglish,thehighschoolstudentsinChinaoftencomplainthatitislistening.Thereweremanyscholarswhohaddoneresearchesaboutthisphenomenonandhadgivensomevaluableadviceinthepast,butmosthighschoolstudentsstillregardthelisteningtestasthemostdifficultpartofawholetestwithoutknowingeffectiveskillsaboutlistening.Onaccountofthis,thepaperwillanalyzethemainobstaclesthataffectEnglishlisteningcomprehension,andpresentarangeofpracticalteachingandlearningideasrespectivelyfromthestudents’perspectiveandtheteachers’perspective.

Theauthorhasperformedthesuggestedteachingmethodtoteacharealhighschoolclass,includingfifty-sixstudents.Throughamonth-longtraining,thestudentshavemadeanobviousprogressfromtheEnglishlistening.

1.Thecurrentsituationofhighschoolstudents’Englishlistening

Aquestionnaireisdesignedtofindoutwhatthecurrentsituationofhighschoolstudents’listeningis.Itincludes10questionsandwashandedoutto200studentsfromdifferent4classesinQufuNO.1MiddleSchool.Thequestionnaireisshownintheappendix.

1.1Analysisofthestatisticsofthequestionnaire

1.1.1ThecurrentproblemsinEnglishlistening

Throughtheiranswers,wecanfindoutthemajorlisteningobstaclesthehighschoolstudentshave.About70%ofsubjectshavenointerestinEnglishListening;

63%thinklisteningisverydifficult;

55%make4-8errorsinusualexams,40%makemorethan8;

67%practicelisteningonlyforexams,21%havenoclearpurpose;

51%donotknowanylisteningskills,44%knowalittle;

13%thinklisteningthetapeaboutthetextisuseless;

48%feelbotheredbythedifferencebetweenBritishEnglishandAmericanEnglish.54%considerthatlimitedvocabularyaffectstheirlisteningcomprehensiontoagreatextent.Moreover,80%ofsubjectsareconfusedbythewordsinliaison,weakformandelision,etc.Oncemeetingwithlongsentencesinadiscourse,64%ofsubjectsareunabletocatchupwiththepace;

cross-culturalbarrierhasbecomearoad-blockingtigeraffectingtheirlistening;

72%thinktheirteachersdonotpayenoughattentiononlisteningpractice,evenhadnevergiventhemareallisteningclass.93%donotwanttohave“EnglishOnly”classes,becausetheycannotcatchupwiththeteacher’sspeech.

Takingintoaccountofalltheabovefigures,wemaydrawtheconclusionaboutthecurrentsituationofhighschoolstudents’Englishlistening.Theystillcannotcrossovertheblockofphoneticbarrier,andsmallsizeofvocabularyaswellaspsychologicalfactorshavebecomethemajorobstacles.Theirunfamiliarityofbackgroundknowledgehasbecomeabigtrouble.

1.1.2Thestudents’idealtacticsofimprovingtheirlisteningability

58%ofthesubjectsthinkthatpractisingeverydayandlisteningtoradioprograms,cassette,etc.wouldbeveryhelpful;

butitishardtoperseverencein.12%choosetoselect1or2tapesandlistenoverandoveragainuntilcanrecitethecontents.74%thinktheyshouldcombinelisteningwithspeakinganddomorecommunicativeactivities.38%requiretheteachersadoptdirectedmethodstoenhancetheirlisteningskills.66%givethesuggestionoftodomorereadinginordertoenlargevoc