A Review of Learner Problems in Listening ComprehensionTheir Implications for Listening Teaching.docx

A Review of Learner Problems in Listening ComprehensionTheir Implications for Listening Teaching.docx

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AReviewofLearnerProblemsinListeningComprehensionTheirImplicationsforListeningTeaching

Acknowledgements

Iwouldliketoexpressmyheartfeltthankstothosewhogavemegreatsupportandhelpinmydissertation.ThemostspecialacknowledgementisshowntomysupervisorMr.LuoChengyu,whosecarefulreadingandsuggestionshavebeeninvaluabletomethroughoutmythesiswriting.I’mgreatlyindebtedtohimforhisearnestandstrictsupervisionandhisusefuladvice.Thankhimforhispatienceandmeticulousnessincorrectingmistakesinmydissertation.Withouthisencouragementandsupport,thisworkwouldnothavebeenpossible.

IamalsogratefultotheteachersinmyseniorhighschoolwhohavegavememanysuggestionstodesignaquestionnairethoughIhavenotuseitinthisthesis.Inparticular,IalsoappreciatemyroommateMeaveTanwhocorrectedmyabstractcarefully.ThanksmyroommatesfortheirhelpmetohandinthethesisandgivemenoticewhenIwasnotintheschool.

Abstract

Listeningcomprehensionisoneoftheimportantlanguageskills.Learnersencountermanydifficultiesinthelisteningcomprehension.Asforsuchphenomenon,IreviewthestudyofGoh（1999）andthequestionnaireofLiaoYan（2007）,whicharebothaboutthelearners’listeningcomprehensionproblems.InGoh’sarticle,hepointedout10listeningcomprehensionproblemswhichoccurredduringthecognitiveprocessingphasesofperception,parsingandutilization.InLiaoYan’sthesis,shedesignedaquestionnaireaboutstudents’listeningcomprehensionproblemsintheruralhighschoolsofNanning,thecapitalofGuangxiZhangAutonomousRegion.Thenshealsopointedout10commonlisteningproblems.AmongtheproblemspointedbyGoh（1999）andLiaoYan（2007）,thecommononesare:

studentscannotrecognizethewordstheyhavelearned;theyquicklyforgetwhattheyheard;theyunderstandthewordsbutnottheintendmeaning;theycannotgetthekeyideaofthecontentandarenotfamiliarwiththecontentofthelisteningmaterialreferto;theyfeelthecontentofthematerialisdullandsoon.

SomeenlightenmentoflisteningteachingwasgivenbythesecommonlisteningproblemsandtheirpossiblereasonsproposedbyGoh（1999）andLiaoYan（2007）.Accordingtosuchenlightenment,Igivesomeimplicationsforlisteningteachingfrom3parts:

thelackofvocabulary,thelimitationofbackgroundknowledgeandthenegativeaffectivefactors.Amongthethreeparts,Imainlydiscussthelisteningcomprehensionproblemscausedbythelackofvocabularyandsupportsomeimplicationsaboutenlargingvocabulary,thememoryofvocabulary,thepredictionandthewaytogetkeywordsofsentencesandmessage.

KeyWords:

listeninglisteningdifficultiesimplications

摘要

听力理解是英语学习技能中的一个重要组成部分。

学生在听力理解过程中遇到许多困难。

针对这一现象，本文回顾了Goh（1999）和廖燕（2007）关于学生听力问题的研究调查。

在Goh的文章中，他提出学生在感知，分析，应用三个认知过程中常遇到的10个问题。

在廖燕的文章中，她通过对广西壮族自治区高中生在听力学习中遇到问题的问卷调查后也提出了学生常见的10个听力问题。

在Goh和廖燕提出的听力问题中，其中常见的问题有：

学生在听力过程中不能再认学过的单词；快速遗忘所听到的内容；理解所听到单词的意思但不是其确切含义；不能抓住听力材料的主要意思；不熟悉听力材料的内容等。

Goh和廖燕提出学生常见的听力问题及其可能存在的原因对我在听力教学上有所启迪。

根据这些启发，我从词汇不足，缺乏背景知识和受负面情感影响三方面提出些听力教学建议。

在这三方面中，我重点论述了由词汇不足引起的听力问题，并从扩大词汇，词汇的记忆，预测能力和如何抓住句子或文章的关键词来给出教学建议。

关键词：

听力听力问题听力教学建议

Contents

Acknowledgements……………………………………………………..……………i

Abstract（English）………………………………………………..…………………...ii

Abstract（Chinese）……………………………………………………..……………..iv

Contents……………………………………………………………..………………..v

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

2Theoreticalbackground…………………………………………..….…………..…3

2.1Thenatureoflistening..……………………….………………………………3

2.2Theprocessoflisteningcomprehension………………………………………...4

2.3Factorsthataffectlisteningcomprehension……………………………………..6

3ReviewofGoh（1999）&LiaoYan（2007）……………………………………….....7

3.1ReviewofGoh…………………………………….………………………….….7

3.1.1AcognitiveFramework……………………….………………….…………8

3.1.2Thestudy.…………………………………….……………………………..…..9

3.2AreviewofLiaoYan（2007）……………………………………….…………....14

4Implicationsforteachinglisteningcomprehension………………..………….…….16

4.1Implicationsforenlargingvocabulary…………………………………...……..16

4.2Implicationsforenlargebackgroundknowledge…………………..…………....21

4.3Implicationsforavoidingnegativeaffectivefactors…………….………………21

5Conclusion…………………………………………………………………………..23

References………………………………………………………………..……………25

AReviewofLearnerProblemsinListeningComprehension&TheirImplicationsforListeningTeaching

1.Introduction

UndertheNewCurriculumCriteria（NCC）,thegoaloflearningEnglishforstudentinseniorhighschoolinChinaistocommunicatewithothersinit.SotheNCChavehighrequirementforEnglishlearning,especiallyinlisteningcomprehensionforitplaysanimportantroleinEnglishlearning.Listeningcomprehensionasahighinteractiveskillplaysanimportanceroleintheprocessoflanguagelearningandfacilitatesthedevelopmentofotherlanguageskills.Listeningisafundamentallanguageskillthattypicallydevelopsfasterthanspeakingandthatofteninfluencesthedevelopmentofreadingandwritingabilityinthenewlanguage（ScarellaandOfford,1992）.Rost（1994）pointedoutthatlisteningisvitalinthelanguageclassroombecauseitprovidesinputforthelearners.Beside,ofthetotaltimedevotedtocommunicating,45%isspentlistening,30%speaking,16%reading,and9%writing（Duker,1971;Feyten,1991）whichindicatestheeffectivelisteningcomprehensionisoneoftheguaranteestoachievesuccessfulcommunication.

Therefore,inordertoachievesuccessfulcommunicationandimprovestudentlisteningcomprehension,thecurrentcriteriaforstudentintheseniorhighschoolundertheNCCishigherthanbefore.Itisthat:

theyshouldbeabletounderstandtheteachers’oralEnglishintheclasses,understandtheconversationaboutthedailylifeinslowspeed,graspthewholemeaningofasimpleparagraphwithfewnewwords,andunderstandthenewsontheradio,televisionandothervideoswhosecontentisrelatedwiththeproficiencyofthestudents.

However,duringtheteachingpracticeinaseniorhighschool,IfoundthoughmanystudentscangetagoodmarkinEnglishtest,notallofthemcanperformwellinlisteningcomprehension.TheymeetlisteningproblemsandconsiderthatlisteningisthemostdifficultinEnglishlearning.Listeningcomprehensionhasbecomeanobstacleoflanguagelearning.ManyteachersandscholarsinChinahavepayattentiontothelisteningcomprehensionproblemsfacedbythelearners,andtrytofindtheirlikelyreasonsandsolutions.Butmostoftheirresultsarevague.Theyhavenotgivendetailedsuggestionforteachinginaspecificperspective.SointhisthesisIreviewGoh’sstudy（1999）andLiaoYan’sinvestigations（2007）topointoutthemainproblemsfacedbythestudentsandhighlightsometheirpossiblereasons.ThenIgivesomeimplicationsforteaching,hopingtoimprovethelearner’sEnglishlisteningcomprehension.

Thepaperconsistsof5parts:

PartIisabriefintroductionoftheimportanceoflisteningcomprehensioninlanguagelearning,thecurrentrequirementofNCCwithregardtolistening,thepurposeandstructureofthisthesis.

PartIIintroducesthetheoryonwhichthisthesisisbased,introducingthenatureoflistening,theprocessoflisteningcomprehension,factorsthataffectlisteningcomprehension.

PartIIIreviewstheGoh’sstudy（1999）andLiaoYan’s（2007）investigationandpointsoutthecommonproblemsfacedbythestudentsandtheirpossiblereasons.

PartIVgivessomeimplicationsforteachingaccordingtoGoh’sandLiaoYan’ssuggestion.

PartVIisaconclusion,summarizingwhathasbeendiscussedandhopingfurtherresearchhasdonetostudythestudent’slisteningcomprehensionproblemsandgivemoresolutionsforbothteachingandlearning.

2.TheoreticalBackground

Whenwestudywhatthelisteningcomprehensionproblemsfacedthestudentsandhowtoconductasuccessfullisteningfirstwemustknowthenatureoflistening,theprocessoflisteningcomprehensionandthefactorsthataffectlisteningcomprehension.

2.1Thenatureoflistening

LarryVandergrift（1997）holdstheviewthat“listeningcomprehensionisanythingbutapassiveactivity.Itisacomplex,activeprocessinwhichthelistenermustdiscriminatesound,understandvocabularyandinalloftheabove,andinterpretitwithintheimmediateaswellasthelargesocial-culturalcontextoftheutterance.”

Brown（1990）thinksthat“listenersarenotsimplypassiveprocessorswhoundertakeautomaticsignalrecognitionexercisesasacousticsignalsarefedintothemandsoconstructmeaning.”Heexplains,“Whenlistening,thelistenersareactivesearchersformeaning.Theactivelistenerswilluseallrelevantbackgroundknowledge—knowledgeofthephysicalcontextoftheutterance（theimmediatesurroundings,thetimeoflay,etc.）,knowledgeofthespeaker（gender,age,knownopinions）,knowledgeofthetopic（andwhatthespeakerislikelytoknowaboutit,orfeelaboutit）,etc.Armedwiththisactiveknowledge,thelistenermonitorstheincomingacousticsignal,whichwillsimultaneouslyshapeandconfirmhisexpectations.”（Brown,1990）JohnMorley（1991）defineslisteningas“everythingimpingesonthehumanprocessingwhichmediatesbetweensoundandconstructionofmeaning.”Shethinks“everythingthatimpinges”includestheimportantdimensionoftheaffectiveinformation,whichisanintegralpartofreal-worldcommunication.”

Theabovedefinitionsconfirmthatlisteningisanactiveandconsciousprocessratherthanastraightforwardofsoundtomeaningasitwasassumed.Intheprocessoflistening,listenersshouldunderstandaspeaker’saccentorpronunciation,hisgrammarandhisvocabulary,andrelatedwhattheyheartotheirexistingknowledgeto