广西师范大学教育硕士研究生学位论文.docx

广西师范大学教育硕士研究生学位论文.docx

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广西师范大学教育硕士研究生学位论文

广西师范大学教育硕士研究生学位论文

英语听力理解障碍及应对策略

ObstaclesandCorrespondingStrategies

InEnglishListeningComprehension

院、系：

外国语学院

年级：

2002级

专业：

学科教学论

研究方向：

英语学科教学论

导师：

张叔宁副教授

研究生：

张维益

完成日期：

2004年2月Contents

Acknowledgements································································································i

AbstractinChinese································································································ii

AbstractinEnglish······························································································iv

PartIIntroduction·······························································································1

PartIIAbriefreviewoflisteningcomprehensionresearches····························3

2.1Theemergenceoflisteningcomprehensionresearches·······························3

2.1.1Thenatureoflistening·········································································3

2.1.2Researchesontheteachingoflistening················································3

2.2Themodelsoflisteningcomprehension·······················································4

2.3Researchesonlisteningstrategies································································4

PartIIIAninvestigationoflisteningobstaclesintheintermediateinstitutes··6

3.1Aquestionnaire·····························································································6

3.2Ananalysisofthestatusquoofthestudents················································8

3.2.1Obstaclesinlistening············································································8

3.2.2Considerationabouttheobstaclesinteachinglistening·····················10

PartIVStrategiesofeliminatingtheobstaclesinlisteningcomprehension···12

4.1Student’srole····························································································12

4.1.1Beinganactivelistener········································································12

4.1.2Understandingthenatureoflistening··················································13

4.2Teacher’srole·····························································································13

4.2.1Improvingtheteachingofpronunciation··············································13

4.2.2Selectingsuitablelisteningmaterials····················································15

4.2.3Developingthestudents’listeningstrategies········································16

4.2.3.1Guessingnewwordsfromthecontext···········································16

4.2.3.2Findingthemainidea·····································································18

4.2.3.3Makinginference·········································································19

4.2.3.4Predicting·····················································································21

4.2.3.5Takingnotes···················································································23

4.2.3.6Buildingbackgroundknowledge···················································24

PartVConclusion································································································26

Bibliography·········································································································28i

Acknowledgements

Iamgreatlyindebtedtomysupervisor,ProfessorZhangShuning,who

providedmewithdifferentsourcesofinformationtohelpmeformanddevelop

theideaofthisthesis.Iowemuchgratitudetohiskindnessandpatiencein

checkingmyworkingreatdetail.

Myindebtednessgoestoalltheprofessorswhotaughtmeinthelasttwoyears.

TheyareProfessorLiuShaozhong,ProfessorTangGaoyuan,ProfessorLiXiao,

ProfessorLiaoFengrong,ProfessorChenJitang,ProfessorLiangZhengyu,Professor

RalphSamuelson,ProfessorQinShiyi,andProfessorChenDerong.Myappreciation

alsogoestomyclassmatesandmyfriendsfortheirgreathelpandencouragement.ii

英语听力理解障碍及应对策略

外国语学院2002级教育硕士研究生:

张维益导师：

张叔宁

中文摘要

在英语学习中，听力是最难掌握的语言技能之一。

听力理解作为一项输入性

技能，是学习者发展其他语言技能的基础。

长期以来，中国的英语教学过于强调

读和写的技能训练，忽略听和说的能力的培养，尤其是在初级学习阶段。

所以，

许多英语教师会碰到这样的现象，不少学生英语考试得高分，但听说能力却跟不

上。

教师们从反省自己的教学过程出发，试图找到解决问题的方案。

结果发现，

许多学生之所以听说能力差，是因为在学习过程中，没有进行足够的听说训练，

而且缺乏科学的策略指导。

本文即以英语听力理解为论题，在前人研究的基础上，

结合教学中的实际情况，找出影响学生听力理解的障碍，讨论如何对学生进行策

略训练，提高听力技巧技能。

首先，教师应该帮助学生正确认识听力理解的实质和过程。

当前许多研究者

从心理语言学、认知学、语用学等领域展开对听力理解的研究。

综合众多学者的

观点，笔者认为听力理解的实质是：

听力理解是一个复杂的主动的心理活动，是

听者运用已有语言知识、生活经验和文化背景知识对口头语篇或音响信息相互作

用的结果。

听力理解的过程有“自下而上”和“自上而下”两种模式。

在“自下

而上”模式中，听者更多地注重语音、语调、词汇和语法的分析；而在“自上而

下”模式中，听者更多地利用已有的知识经验和文化背景知识去重构所听语篇的

含义。

在实际的听力理解活动中，听者同时采取两种模式进行。

为了找出影响学生听力理解的障碍，笔者设计了一份问卷，调查学生的听力

学习情况。

从问卷的调查数据来看，学生普遍存在的听力障碍有两大类：

一、语言因素。

语言知识主要指语音、词汇、语法方面的知识。

语言知识是

听力理解的物质基础。

语音语调不正确，词汇量少，语法结构复杂是语言因素中

的主要障碍。

二、非语言因素。

主要包括心理因素，听力技巧与策略，背景知识等。

心理方面的因素体现在不少学生对听力学习抱有畏难心理、厌倦心理，失去

克服听力困难的信心。

由于很多学生缺乏对听力理解的正确认识，他们认为成功

的听力理解就是100%地听懂材料中的每一个单词。

这无疑给学习带来了不必要

的压力。

听力技巧与策略是听力教学的重要内容之一。

但不少学生没有很好掌握诸如

根据上下文猜测新词、抓主题大意、推理、预测等听力理解过程中常用的技巧。

听力策略可定义为：

学生为了提高听力学习的效果，在学习过程中所采取的学习

技巧、方法或者有意识的行动。

如：

为了熟悉地道的英语语音语调，观看原声英

文影片；为了使自己在听音的过程中能集中精神，有选择地记录关键词和重要信

息。

在听力理解过程中，背景知识是不可或缺的重要因素。

但很多学生都坦然承

认，他们对英美文化背景知识了解不多。

有时，学生在听一篇没有新词的短文或

一则对话，由于缺乏相应的背景知识，听完之后还是没能说出大意是什么。

本文的重点是针对学生存在的听力学习障碍，探讨有效的听力理解策略，扫

iii

除障碍，提高听力水平。

从学生方面来说，要正确认识听力理解的实质，以积极

主动的学习态度对待听力学习，配合教师进行各项听力理解策略的培训，以扫除

听力学习中的障碍；从教师方面来说，改进教学手段和技巧，提高课堂教学质量

是取得听力教学成功的关键。

教师要鼓励学生树立攻克听力难关的信心；运用现

代多媒体电教手段进行听力教学，激起学生学习的兴趣；在听力教学中，要进行

较为系统的语音教学，因为听力理解主要是靠语音信号传递信息；教师要选择各

种类型的听力材料，内容包括短文、对话、故事、新闻等，有针对性地训练学生

的各种听力技巧和策略，如：

根据上下文猜测新词；归纳主题大意；根据已知的

事实进行推理、预测；利用缩写和符号等速记手段节约记笔记的时间；通过阅读

英文报刊杂志，观看英文影片，利用因特网等学习资源，扩大视野，丰富背景知

识。

关键词：

听力理解;障碍;听力技能;听力策略;背景知识iv

ObstaclesandCorrespondingStrategies

InEnglishListeningComprehension

Postgraduate:

ZhangWeiyi,Grade:

2002,CollegeofForeignStudiesSupervisor:

ZhangShuning

Abstract

ListeningisconsideredtobeoneofthemostdifficultskillsinEnglishlearning.

Asoneofthereceptiveskills,listeningisthefoundationtodevelopotherlanguage

skills.Foralongperiodoftime,theteachingofEnglishinChinahasmainlyfocused

ontheteachingofreadingandwritingintheearlystageoflearningandneglectedthe

teachingoflisteningandspeaking.Manyteachersarepuzzledatthesituationinthe

Englishclass:

thoughmanystudentscangetagoodmarkinEnglishtest,notallof

themcanperformwellinlisteningandspeaking.Theyreflectonwhatwaswrong

withtheteachingandtrytofindoutthesolutionstotheseproblems.Anditisobvious

thatthelearnersdonothaveenoughandeffectivelisteningandspeakingpracticeina

scientificway.Thisthesiswillfocusonlistening.Theauthormainlyanalyzesthe

commonobstaclesinthelearningoflisteninganddiscusseshowtodevelopthe

listeningstrategiestoimprovetheabilityoflisteningcomprehension.

Firstofall,teachersshouldhelpthestudentsunderstandthenatureandthe

processoflisteningcomprehension.Anumberofexpertsinthefieldofcognitive

psychology,psycholinguisticsandpragmaticsoffertheirviewstodescribethenature

andtheprocedureoflisteningcomprehension.Accordingtotheviewsoftheexperts,

listeningcomprehensionisanactiveprocessandaninteractionbetweenthelistener’s

linguisticcompetence,backgroundknowledgeandtheauraldiscourseandthesound

message.Andtheprocedureofthelisteningcomprehensionisdividedintothree

models:

bottom-upprocessing,top-downprocessing,andtheintegrationofboth

bottom-upandtop-downprocessing.Inbottom-upprocessing,listenersfocusonthe

sounds,words,intonation,andgrammaticalstructures;intop-downprocessing,the

listenersmakegooduseoftheirpriorknowledgeandbackgroundknowledgeto

interpretthespokendiscourse.Inactuallisteningpractice,studentsusuallyuseboth

bottom-upandtop-downprocessingmodels.

Inordertofindouttheobstaclesinlistening,theauthordesignedaquestionnaire

tocollectdata.Seenfromthedata,theobstaclesmainlylieintwoaspects:

1.Linguisticfactors:

includingtheknowledgeofEnglishpronunciation,

vocabularyandgrammar.Languageknowledgeisthebasicfoundationoflistening

comprehension.Poorpronunciationandlimitedvocabularyaretheprincipalobstacles

intheaspectoflanguageknowledge.

2.Nonlinguisticfactors:

includingpsychologicalfactors,listeningskillsand

strategies,backgroundknowledge.

Somestudentsaretiredoflistening.Theyhavelosttheirconfidencetoovercome

thedifficultiesbecausetheydon’thaveacorrectideaoflisteningcomprehension.

Theytakeitforgrantedthatthesuccessfullisteningis100%understandingofthe

listeningmaterials.Sotheyhavegiventhemselvesunnecessaryanxiety.v

Listeningskillsandstrategiesarebothimportantteachingcontents.However,

somestudentsdon’tknowmuchabouthowtoguesstheunknownwordsfromthe

context;howtofindthemainideaofapassage;howtomakeinferenceandpredict.

Listeningstrategiescanbedefinedastheconsciousactivitiesofadoptingthelistening

techniquesandskillsandothermethodstofacilitatethesuccessfullistening

comprehension.Forexample,studentscanwatchEnglishfilmstogetfamiliarwith

thepronunciationsofthenativespeakers;orforcethemselvestofollowthepacewith

thespeaker’sthinkingprocessbytakingnotesofkeywordsandimportant

information.

Backgroundknowledgeplaysakeyroleinlisteningcomprehension.Some

studentsconfessthattheyknowlittleaboutthebackgroundofEnglishspeaking

countries.Asaresult,theyfailinunderstandingapassageoraconversationthough

therearenonewwordsatall,justbecauseofthelackofrelevantbackground

knowledge.

Thecoreofthisthesisistodiscussthecorrespondingstrategiesofeliminatingthe

obstaclesinlistening.Forthepartofstudents,theirjobistobuild