学士学位论文听力理解中存在的问题及解决办法.docx

学士学位论文听力理解中存在的问题及解决办法.docx

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学士学位论文听力理解中存在的问题及解决办法

【英语论文】

题目：

听力理解中存在的问题及解决办法

年级：

2009专业：

英语作者：

郭晓梅

ProblemsandStrategiesinLearningComprehension

摘要：

听力在英语学习过程中有着非常重要的作用。

本文将讨论在听力理解中存在的问题并且在一群中国的英语学习者中调查这些问题。

根据调查显示，总共有二十个因素影响学习者的听力理解，其中在参加调查的四十个学习者中的三分之二认为主要的因素有四个。

结果表明为什么听力成为学习者的困难主要有以下四个方面：

词汇和词语、记忆力、教育水平和背景知识以及心理因素。

针对这些因素，本文将给出详细的解决办法。

关键词：

听力理解；听力技巧；问题与对策

Abstract:

ListeningisveryimportantintheprocessofEnglishlearning.Thispaperdiscussesproblemswhichinfluencelearners’readingcomprehensionandexaminestheextentofawarenessoftheseproblemsamongagroupofChineseESLlearners.Accordingtotheinvestigation,altogethertherearetwentyfactorsthatinfluencelearnersreadingcomprehension,andamongthemfourfactorswerereportedbymorethantwo-thirdsofthefortylanguagelearnerswhoparticipatedintheinvestigation.Theevidenceshowsthatwhylisteningisdifficultcomesmainlyfromfoursources:

vocabularyandidiom,memory,educationallevelandbackground,psychologicalelements.Accordingtotheproblems,thispaperwillgivesomestrategiestothem.

Keywords:

listeningcomprehension;learningskills;problemsandstrategies

TableofContents

Introduction………………………………………………………………1

ChapterOneTheAimofListeningComprehension…………………..2

1.1Theinterpersonalfunction…………………………………………………...2

1.2Thetransactionalfunction……………………………………………………3

ChapterTwoTheFactorsInfluencingListeningComprehension……..4

2.1Vocabularyandidiom…………………………………………...…4

2.2Memory……………………………………….……………………4

2.3Educationallevelandbackground…………………………………5

2.4Psychologicalelements…………………………………….….…...5

ChapterThreeTheStrategiesofListeningComprehension………...…7

3.1Takesomenotes…………………………………………….…..…7

3.2Guessthemeaningsofunfamiliarwords………………………….7

3.3Developagoodmemory…………………………………………..8

3.4Learntopredictcorrectly…………………………………...……..8

3.5Enlargethebackgroundknowledge………………………………8

3.6Keepagoodmood…………………………………………………9

Conclusion………………………………………………………………10

Bibliography…………………………………………………………….11

Page1

Introduction

Listeningisoneofthemainwaystogetinformationfromtheoutsideworld.Inthedaysofrapiddevelopmentofscience,technologyandmedia,becauseoftheclosecontactbetweenChinaandEnglishspeakingcountries,Englishseemsmoreandmoreimportantinallkindsoffields.Ifyouwanttomasteraforeignlanguage,youmustimproveyourlisteningabilityasquicklyaspossible.Thispaperwilldiscusstheproblemsandstrategiesinlisteningcomprehension.

Theteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan'tsaythatyouhavemasteredthelanguagewithoutanyoneofthem,Listening,oneofthemeansoflanguagecommunication,isusedmostwidelyinpeople'sdailylives.About45%ofanadult'stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.Ihavedoneaninvestigationamong40learners.Abouttwothirdsofthelearnersthinkthatthemostbotheringandmostdifficultfactorswhichaffecttheirlisteningcomprehensionare:

vocabularyandidiom,memory,educationallevelandbackground,andpsychologicalelements.

Listeningisoneofthebasicskillsinlanguagelearning.TheroleoflisteningcomprehensionforcommunicationinFLisobvious.Withouteffectivelisteningskills,learnerswillneverlearntocommunicateeffectively.HoweverimperfectthespeechproductionofanEFLlearnercanbe,he/shestillhasavarietyofwaysofconveyingamessage.Nevertheless,ifthelearnerdoesnotunderstandtheinterlocutor’sresponse,thegoalofcommunicationremainsunfulfilled.Onceassumedtobeapassiveactivity,listeningisnowrecognizedasanactiveprocess,criticaltoSL/FLacquisitionanddeservingsystematicdevelopmentasaskillinitsownright.

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ChapterOneTheAimofListeningcomprehension

Thefinalandthemostimportantpurposeforlanguagelearningistousethelanguage,tocommunicatewithpeople.Weoftenspeakofthefourskills-listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan’tsaythatyouhavemasteredthelanguagewithoutanyoneofthem.

Listening,asoneofthemeansoflanguagecommunication,playsanimportantroleinpeople’sdailylives.About45％ofanadult’stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.Sowecansaythatlisteningistheabilitytoidentifyandunderstandwhatothersaresaying.Thisinvolvesunderstandingaspeaker’saccentorpronunciation,hisgrammarandhisvocabulary,andgraspinghismeaning（HowattandDakin1974）.Anablelisteneriscapableofdoingthesefourthingssimultaneously.Willis（1984:

134）listsaseriesofmicro-skillsoflistening,whichshecallsenablingskills.Theyare:

1）Predictingwhatpeoplearegoingtotalkabout

2）Guessingatunknownwordsorphraseswithoutpanicking

3）Usingone’sownknowledgeofthesubjecttohelponeunderstand

4）Identifyingrelevantpoints;rejectingirrelevantinformation

5）Retainingrelevantpoints（note-taking,summarizing）

6）Recognizingdiscoursemarkers,e.g.,Well;Oh,anotherthingis;Now,finally;etc.

7）Recognizingcohesivedevices,e.g.,suchasandwhich,includinglinkwords,pronoun,references,etc.

8）Understandingdifferentintonationpatternsandusesofstress,etc.,whichgivecluestomeaningandsocialsetting

9）Understandinginferredinformation,e.g.,speakers’attitudeorintentions

Andwecanclassifythethousandsofpurposesintheuseofalanguageinto2categories:

tocommunicateandtoexchangeinformation,andrespectivelynamethemtheinterpersonalfunctionsandtransactionalfunctions.

1.Theinterpersonalfunction

Theinterpersonalfunctionmeansthatthepurposeofusingthelanguageistocommunicate,whenthespeakersfocusontheharmoniousrelationshipbetweenthem,butnottoexchangeinformation.Althoughthespeakersmayexchangeinformation

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duringtheconversation,yetit'ssecondarytothemainpurpose.Thisgenerallyhappenswhenpeoplegreet,chat,ortrytokilltimewithfriends. 

2.Thetransactionalfunction 

Thetransactionalfunctionmeansthatthemainpurposeofusingthelanguageistoexchangeinformation.Thisfunctionfocusesoninformationbutnottherelationship. Thespeakercaresiftheinformationisexpressedexactlyandifthelistenerunderstandsitcorrectly,sothelanguageshouldbedirectandbrief.Examplescanbefoundinnewsbroadcast,speech,descriptionorordersetc.

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ChapterTwoTheFactorsInfluencingListeningComprehension

Therearemanyfactorsthatinfluencelearners’listeningcomprehension,andamongthemtherearefourfactorsthatplayimportantrolesinlisteningcomprehension.Theyare:

vocabularyandidiom,memory,educationallevelandbackground,psychologicalelements.

1.Vocabularyandidiom

VocabularyandidiomisthebaseofEnglishlearning.Lackingofvocabularyandidiomcanaffecttheleveloflisteningcomprehensiondirectly.Somepeoplethinkthatthemoreonelistens,thestrongerofhisabilityoflisteningcomprehensionis.Itisnodoubtthatlisteningmoreisoneofactivemeansofimprovingone’sabilityoflisteningcomprehension,butone’sabilityoflisteningcomprehensiondoesn’talllieonthetimesthatonelistens,itistheall-aroundembodimentofone’sEnglishknowledge,WhilethebaseofallEnglishknowledgeisvocabularyandidiom.VocabularyplaysanimportantroleinEnglishlearning,includinginEnglishlistening.Eachdialogue,eachparagraphandeachpassageismadeupofsentences,andeachsentenceismadeupofwordsorphrases.Inthecourseoflistening,wecanimitatethepronunciationthatwehaveheard,butifyouarelackofvocabulary,youcan’tconnectthemarksthatthewordsstandforwiththewords,andyoucannotknowthethingsandmeaningsthatthemarksstandfor.Sointheory,vocabularycontrolsone’slevelsoflisteningcomprehensioninaside.Inmyinvestigation,for58.5%students,vocabularyandidiomsbecomeoneofthemostdifficultthingsinlisteningcomprehension.Themorenewvocabularyandidiomsappearedinthelisteningmaterial,themoredifficulttheyfeelwhendoinglisteningcomprehension.Thestrangenewwordsmakethestudentslosetheinterestingoingonlistening.Moststudentsmayguessthemeaningofthenewwordtheyheardjustnow,theresultofwhichisthattheymissthefollowingpart.

2.Memory

Althoughlisteningandreadingarebothregardedasinceptiveskills,listeningismoredifficultthanreading.Whenreadingsomething,readerscouldcomebacktothepreviousparttoreread,whileforlisteners,thencouldn’t.ifyoucannotconcentrate,

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theywillmisstheimportantinformation,eventheall.Sointhiscase,memorybecomesveryimportantinlisteningcomprehension.TryingtorememberasmuchcontentaspossiblebecomesthemaingoalfortheEnglishlearners.

3.Educationallevelandbackground

ThepresentEnglishteachingplacesextraemphasisontheteachingoflanguage,thatistosay,teachersseldomintroducethehistory,geography,cultureandcustomofEnglishspeakingcountries.Thecontentoflisteningmaterialsisbroad,andthesubjectmatterisvarious.Forstudents,becauseoftheirlimitededucationallevelorlackingofbackgroundknowledge,theyoftenfeelthattheycanunderstandthewordsbutnotthemeaning.Wehavefoundthatstudentshavedifficultyifunderstandingtheunfamiliarthing,eveniftherearenonewwords.Thelearningoflanguageshouldbealsothelearningofculture,knowingaboutthebackgroundknowledgeofEnglishspeakingcountries,wecanunderstandanduseEnglishmo