大学英语听力理解过程中的障碍因素及对策论文1本科论文.docx
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大学英语听力理解过程中的障碍因素及对策论文1本科论文.docx
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大学英语听力理解过程中的障碍因素及对策论文1本科论文
毕业论文
大学英语听力理解过程中的障碍因素及对策
TableofContents
Introduction…………………………………………………………………......1
Chapter1ObstacleFactorsinListeningComprehension…………....2
1.1Characteristicsoflisteningmaterials...........................................................2
1.2Characteristicsofthespeaker'sspeechinlisteningmaterials……………2
1.2.1Changesinsound…………………………………………………...2
1.2.2Intonationandthesequenceofsounds……………………………..3
1.2.3Verbiage’sintherlude……………………………………………………….4
1.2.4Towdifferentvoicesystems,RPandGA…………………………………..4
1.3Difficultiesonthepartoflearners………………………………….5
Chapter2TacticstoResolvetheObstacles…………………………..7
2.1Listeningandvocabulary………………………………………………..7
2.2Correlationoflisteningandreading……………………………………..7
2.3Tograsptheprocessoflistening……………………………………………8
2.4Tofocusonpracticaltraining………………………………………………9
Chapter3TacticsintheEnglishListeningTeaching………………11
3.1Changesinteachingpattern……………………………………………11
3.2Toselectthelisteningmaterials………………………………………..11
3.3Aimsoflisteningpractice………………………………………………11
3.4Emotionalproblemsoflearners……………………………………….13
Conclusion……………………………………………………………...16
Acknowledgements………………………………………………………...17
Bibliography…………………………………………………………………18
大学英语听力理解过程中的障碍因素及对策
摘要“听”作为人类言语交际方式之一,在信息剧增、国际交往日益频繁的今天更具有重要意义,因此,在英语学习中“听”应该是第一位的。
长期以来由于受环境等因素的制约,我们所学的英语大多是“聋子式的”或“哑巴式的”。
因此,如何提高听力始终为人们所关注。
鉴于听力的重要性和难度,本文将探讨解决大学英语听力理解过程中的障碍因素。
首先从听力材料的特点,材料中说话者的语言特征,及学习者自身因素来分析听力理解过程中的障碍因素,并通过这一分析得出一些解决问题的策略和听力技巧(例如:
增加词汇量、把握关键词、注重练习、扩大知识面等等),以及它们在英语听力教学过程中的实际运用。
关键词听力障碍技巧
TheObstacleFactorsandTacticsinCollegeEnglishListeningComprehension
AbstractLeapsininformationandinternationaldealingsaregettingmoreandmorefrequentinsocietytoday.Asoneofthewaysofverbalcommunication,“Listening”isbecomingmoresignificantduringinternationalexchanges.Therefore,“Listening”istheprimacyinEnglishstudy.AlthoughwehavelearnedEnglishknowledgeformanyyears,sometimeswealsocouldnotspeakfluentlyorlistenexactly,andevenlikethedeaf-mutes.Thereasonisthatwehavebeenrestrictedwithinthesurroundingsandotherfactorsforalongtime.So,peoplearealwayspayattentiontohowtoimprovetheleveloflistening.Inviewoftheimportanceanddifficultiesoflistening,thethesisaimsatthediscussionofthetacticstosolvetheobstaclesinthecollegeEnglishlisteningcomprehension.Firstly,itanalyzestheobstaclefactorsinlisteningcomprehensionaccordingtocharacteristicsoflisteningmaterials,characteristicsofthespeaker’sspeechinlisteningmaterials,anddifficultiesonthepartoflearners.Inaddition,itconcludessomemethodsandlisteningskillstoresolveproblems(suchasincreasevocabulary,graspthekeywords,focusonpracticaltrainingwidentheknowledgeandsoon),andtheirapplicationintheEnglishlisteningteaching.
KeywordsListeningObstaclesSkills
Introduction
Asoneoftheprincipalwaysofreceivinginformation,listeningplaysanimportantroleinEnglishstudy.Listeningcomprehensionisanessentialcapabilitytograspthelanguageandsemantics.Thelistenerhastocomplicatedlyprocessthephoneticsignalswhichtheyheard.Thewholeprocessisaveryenthusiasticandactivemovement,anditalsoisthemutual-impactandinteractionofthebackgroundknowledge,thecontextandlanguageknowledge.Theprocessabsorbsinformationfromthelisteningmaterialscontinuouslytillformingtheprocessofunderstanding.Thisshowsthatverbalcommunicationstartswithlistening,understandingandfinallyenteringtheexchangingprocess.Thesocialityoflanguagedeterminestheultimategoaloflanguagelearning—interpersonalcommunication,andthewholeprocessistheexchangingbetweentheinputandtheoutputofinformation.Inordertoensuretheprocessgoessmoothlyandcoherently,theinformationmustbeunderstood.Thehumanhastwobasicwaystounderstandinformation:
listeningcomprehensionandreadingcomprehension.Listeningcomprehensionprocessesvariousformsoflanguage(writtenororal,formalandinformal,etc.)directly.Itemphasizesthecapabilityofdealingwithinformationrapidly,whichplaysanimportantroleintermsoflanguagelearning.Intheprocessofthesecondlanguagewhichcanbelearnedlacksrealisticspeechcircumstance,solisteningtrainingistheessentiallink.Inviewofthis,thethesiswillexplorewaysandstrategiestoimprovestudents'leveloflisteningbyanalyzingtheobstaclefactorsincollegeEnglishlisteningcomprehension.
ThisthesisfromthreeaspectstodiscusstheobstaclefactorsandtacticsincollegeEnglishlisteningcomprehension.Thefirstpartmainlyanalyzestheobstaclefactors.Andtheseproblemsareanalyzedfromthreeaspects,namelylisteningmaterials,characteristicsofthespeaker'sspeechinlisteningmaterialsanddifficultiesonthepartoflearners.Thecontentsofthesecondpartarethemethodsandstrategieswhichareusedtosolvetheobstaclefactorsmentionedinthechapterone.CombiningwiththeEnglishlisteningteaching,thethirdpartdiscusseshowtohelpstudentsresolvetheseobstacles.
Chapter1ObstacleFactorsinListeningComprehension
1.1Characteristicsoflisteningmaterials
Tosomeextent,characteristicsoflisteningmaterialsdecidethedifficultyofthelistening:
1)Theybelongtotheaudiomaterials,whichiseasytofleetfromlistener'searsthatisdifferentfromthereadingmaterialswhichthereadercangobacktoreadinanytime;
2)Thecontentrelatestoallareasoflife,includingchatatthestreet,sayingproverbs,newaffairsandsituationsbeingnotwell-knownbylearners,andthespeakerschangethetopicinthesamedialoguefromtimetotime;
3)Forsomecontent,thelistenercannotforecastwhatthespeakerwillsaynext,suchasreports,interviewsanddailydialogues,becausesometimestheyarelackoflogic.
4)Althoughweknowitwellifwelookatitinthepaper,characteristicsofliaisonandlostplosivemakeitdifficultforthelistenertoindentifythesinglewordwhenhelistenstothematerials.
5)Alargenumberofcolloquialwordsandexpressionoftenappearinthedailydialoguematerials.Forexample,usingstufftoreplacematerial,andusingguytoexpressthemeaningofmanandsoon.Sometimesthereisslangorsomeexpressionswhichareinconsistentwiththegrammar,forexample,thecompositionsofthesentenceareincompleteortautological.Theseareunfamiliarforthelearnerwhomainlylearnstheformalwrittenexpression.
1.2Characteristicsofthespeaker'sspeechinlisteningmaterials
1.2.1Changesinsound
ChangesofsoundrefertotheEnglishwords'pronunciationchangeinasensegroup.Themainchangesincludeliaison,incompleteplosion,epenthesis,elisionandassimilationandsoon.Andthesechangeshaveanimportanteffectontheleveloflistening,becauseitisdifficultforbeginnerstomasterthelawofthesesounds.Iwilldiscusstheeffectofthechangesasfollows:
(1)Inthesamesensegroup,thesuffix'spronunciationoftheformerwordisreadbylinkingwiththeinitialnessofthelatterwhichadjacentlyfollowsit,thatiscalledliaison.Therearethefollowingthreeconditions:
a.Thetwoadjacentwords,theformerendsinaconsonantsoundandthelatterstartswithavowelsound,namely:
consonant+vowel;
b.Thetwoadjacentwords,theformerendsintheletterof“r”andthelatterstartswithavowelsound.Inthiscase,/r/shouldbereadout,andtogetherwiththevowel.Namely:
/r/+vowel;
c.Thetwoadjacentwords,theformer'ssuffixandthelatter'sinitialnessusuallyareliaison.Thereisnopausebetweenthemandsoundslikeaword,namely:
vowel+vowel;
(2)Incompleteplosion
Incompleteplosionreferstolosingplosiveintheproductionofplosive.Itisessentialtoseparatethreephasesintheproductionofaplosive:
theclosingphase,theholdorcompressionphase,andthereleasephase.However,insomecases,theseplosivesonlyhavethefirsttwophasesbutlosethereleasephase,andthesecasesarecalledincompleteplosionorlostplosive.Thereareseveralsituationsasfollows:
a.Anytwoadjacentplosives,theformerpronouncestheincompleteplosion,suchas:
Shehasaba(d)cold.
b.Whentheplosiveisbeforethefricative,itshouldbeincompleteplosion,suchas:
Irea(d)thebookyesterday.
c.Whentheplosiveisbeforethenasal,itshouldbeincompleteplosion,suchas:
Itma(d)emehappy.
(3)Elision.Whenacertainsoundorsomesoundsofthewordareinfluenced,itdoesnotpronounce.
(4)Assimilation.Assimilationreferstoasoundisinfluencedbytheadjacentsoundandbecomesthesameorsimilarastheadjacentsound,orthetwosoundsinteractandbecomethethirdsound,asshownbythefollowing:
a.hasto[z]→[s]
b.loveto[v]→[f]
c.fivepast[v]→[f]
1.2.2Intonationandthesequenceofsounds
Chinesecharactersarehieroglyphicsandideograms,andeachcharacterhasatoneincludingtheleveltone,therisingtone,thefalling-risingtoneandthefallingtone.Englishisanalphabeticwriting.SotherearedifferencesbetweenChineseandEnglish,especiallysomesoundsexistinEnglishbutdonotinChinese.Forexample,manystudentshavetroublesindistinguishing/v/from/w/.EnglishandChinesesystemsalsohavegreatdifferencesinpronunciation.ThereisnoendingofconsonantsinChinese,sostudentsoftenareaffectedbythemothertongueinlearningEnglishtoaddvoweltotheendorprolongthesyllable.Thereareseveralaspectsrelatedtosoundtransferandlevelofthetransfer:
(1)greatdifferencesinpronunciation
TonesinPutonghua
Putonghua[pa]
Chinesecharacter
Pinyin
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