影响中国学生英语听力理解的因素和解决的方法 [8]
论文作者:林丽娜论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:14011
论文字数:4951论文编号:org200904162232195531语种:英语 English地区:中国价格:免费论文
关键词:听力理解因素中国学生提高交流listening comprehensionfactorsChinese studentsimprovingcommunication
n the shared experience and background knowledge between participants. It is essential that teachers maximize chances to introduce related background knowledge of the listening material, and meanwhile focus on some of the important language points (including paralinguistic and non-linguistic). Factors related to the foreign language should be considered, such as culture, customs, setting of an event, kinesics (body language and facial expression and gestures). For example, there is a sentence in some listening material, “Let's keep our fingers crossed”. If teachers don't explain it and show the exact gesture, the meaning “hoping strongly for the best result” will not be understood by students. Listening comprehension ability can be affected by active involvement in various listening activities both inside and outside listening class. What is important is a right attitude toward listening and a rich store of background knowledge.
3.3 Two active and communicative modes of listening
Listening is not only active but also demanding work. First, we can suggest students to listen in two-way communication. Here the reciprocal or non-reciprocal "adjacency pairs" is heard. Here two or more active participants take turns in speaker-role and listener-role as the face-to-face (or telephone) interaction moves along. Co-incidentally, many listening tests like TOFEL, CET incorporate this mode as one major part of the test. For example, in listening part in CET band 4 (June, 1999), 10 short conversations are spoken and a question is asked about what is said at the end of each conversation. It requires listeners to respond actively to what is heard and negotiate the answer to the question asked. Let's see an example,
(4) M: This is a one-way street. Didn't you see the sign?
W: Sorry. I didn't.
Q: What do we learn from the conversation?
We can interpret that the setting of the conversation is in the street, and the man is warning that the woman has broken the traffic rule.
The second mode is to listen in one-way communication. Students can be exposed to a variety of sources both inside and outside class, including conversations overheard in class, public announcement, the media, instructional situations of all kinds, and public performances. As they hear speakers but cannot "interact", they can often "talk to themselves" in a reactive self-dialog manner, as they consider what they hear. They may sub-vocalize or vocalize responses as they react to what they hear. They can even ask themselves questions concerned about the heard message, and react either in spoken or written form. Students should be given a chance to retell or transcribe the heard message, so that they can develop a sense of achievement, and lay a foundation for other language skills: speaking, reading and writing.
4. Conclusion
In this article, the author has discussed the internal and external factors that affect English listening comprehension and has suggested some positive solutions to improve them. On the one hand, students must first have a good command of linguistic knowledge, and develop a good habit of listening, taking notes while listening. On the other hand, teachers should spot out students’ problems during listening and accordingly, try to help them by giving appropriate information, background knowledge, setting proper tasks in and out of class and design various and interesting activities to improve their listening teaching. However, there are
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