英语测试学学年论文.docx

英语测试学学年论文.docx

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英语测试学学年论文

学号：

20115061420

学年论文

学院外国语学院

专业英语

年级2011级

姓名汪亚男

论文题目Englishlisteningtestofcommonpsychologicalobstaclesandcountermeasures

指导教师LiXiaojing职称Instructor

成绩

2014年1月6日

Contents

Abstract3

KeyWords3

摘要3

关键词3

1.Introduction4

2.Psychologicalobstaclesurvey5

3.Analysisofthecausesofpsychologicalobstacles5

3.1Temporaryamnesia6

3.2Bedistracted6

3.3Tension7

4.Eliminatethepsychologicalbarriers8

4.1"Syntax"consciousness9

4.2"Schema"consciousness9

4.3"Discourse"knowedge10

4.4"Pragmatic"principle10

5.Conclusion11

Bibliography12

Englishlisteningtestofcommonpsychologicalobstaclesandcountermeasures

Name:

WangYananNo.:

20115061420

EnglishMajorSchoolofForeignLanguages

Supervisor:

LiXiaojingTitle:

Instructor

Abstract:

thefactorsinfluencinglisteningcomprehensioncanbedividedintofourcategories:

linguisticfactors,thecontentfactorsoflistening,listeningmaterialfactorsandpsychologicalobstaclefactors.ThispaperattemptstoclearthecommonpsychologicalobstaclesofcollegestudentsinEnglishlisteningtestprocess,thencarryoutanalysisofthecausesofcognitiveviewonthesepsychologicalbarriers,andtherelevantsyntactic,discourseschemata,pragmatic,andmemoryintheprocessoflisteningcomprehensionintheutilitymethodisputforwardtoovercomethesepsychologicaldisorder.

KeyWords:

mentaldisorders;memory;syntax;discourse;pragmaticschema;

摘要：

影响听力理解的因素大致分为四类：

语言知识因素，听力内容因素，听力材料因素以及心理障碍因素。

文章试图明确大学生在英语听力测试过程中常见的心理障碍，然后就这些心理障碍开展认知心理纬度的成因分析，并就有关句法、语篇、图式、语用及记忆在听力理解过程中的效用提出克服这些心理障碍的方法。

关键词：

心理障碍；记忆；句法；语篇；图式；语用

EnglishlisteningtestofcommonpsychologicalobstaclesandCountermeasures

1.Introduction

TheuniversityEnglishfour,sixlevelofteststartwillcontinuetousenewquestionsfrom2006toJanuary,whichheardthequestion"improvetheproportionoffrom20%to35%".InCET4andCET6,theexaminee'slisteningperformancecomparedwithotherpartsofthescoreisgenerallylow,withariseintheproportionofthehearing,itwillincreasethestudent'spsychologicalpressure.Listeningcomprehensionisoneofthemostcommonformoflanguageunderstanding.Accordingtotheuseofdifferentlanguages,listeningcomprehension,listeningcomprehensionandlanguagecanbedividedintothemothertongue;accordingtothemeansofcommunicationisdifferent,canbedividedintointeractivelisteningcomprehensionandlisteningcomprehension.Theforeignresearchofspeechcomprehensiontheorymostlyinteractivenativelanguageasthebackground,andthescholarsofourcountrybecauseofobjectivereasonmainlyisthestudyofcommunicationtypeofforeignlanguagelisteningcomprehensionprocess.Manyofthemstudydiscussesvariousfactorsinfluencinglisteningcomprehension,generallyspeaking,thesefactorsaffectinglisteningcomprehensioncanbedividedintofourcategories:

linguisticfactors,thecontentfactorsoflistening,listeningmaterialfactorsandpsychologicalobstaclefactors.CommonmentaldisordersofthepapertriestoclearthestudentsdemonstratedinEnglishlisteningtestprocess,andthencarryouttheanalysisofthecausesofcognitiveviewonthesepsychologicalbarriers,andtherelevantsyntactic,discourseandpragmaticschema,andmemoryinthemethodintheprocessoflisteningcomprehensioneffectivelyovercomethesepsychologicalobstaclesusingtheproposed.

2.Psychologicalobstaclesurvey

UnderstandingthepsychologicalbarriersinEnglishlisteningtestandfindingsolutionstotheseproblemswillimproveflisteningcomprehensionofmentalstate,improvethestudents'abilityoftaking.I'minafinalexaminEnglishlisteningclass,conductedastudyaimedatunderstandingthestudents'psychologicalbarriersinEnglishlisteningtestinvestigation.Asurveycarriedoutintwosteps,thefirststep,theauthortakeshisteachingtwoclassesof60studentsasthesubjects,letthemalonetothinkandwritedowntheeffectofthetestscorestoplaypsychologicalbarrier,inthepasttheEnglishlisteningtestresultsshowthat:

intheprocessofinthesebystudentstoenumeratepsychologicalbarrierstherearethreetypesofhigh,aretemporaryamnesia,distractedandpsychologicaltension.Commontofurthertestthesepsychologicalbarriersinlisteningabilityofthestudentsintheprocessoftest,theauthorcarriedoutthesecondstepistosurvey,surveyedthethreementaldisorderstudentslistedasthetestcontent,letthesesamesubjectsgavethemafivepointscaleevaluation.Theresultsshowedthat:

52peoplehaveforgottenphenomenonindifferentdegreeinthetest,42peoplehavetobedistractedtosomeextent,56peoplehavethepsychologicaltensioninsomeextent,ithaseffectivelydemonstratedtheresults.

3.Analysisofthecausesofpsychologicalobstacles

Cognitivepsychologyandpsycholinguisticstoexplain"alotoftheoreticalmodeloflanguageperception",buttheyareinessencearedividedintotwocategories.Aclassofthelisteningprocessasaprocessof"frombottomtotop",doesnottakeintoaccounttheword"effect"and"highlevel"cognitivefunction,anotherkindofthoughtintheprocessofspeechperceptioninawidevarietyofinformationsources（includingthebottom-upandtop-downinformation）combinedaction,constituteatheinteractiveprocess（GUI,DongYanping:

2000）.Inrecentyearsthepsychologyexperimentssupporttheseinteractivetheory,theycanbeusedtoexplainthepsychologicalobstaclesofstudentsdemonstratedininEnglishlisteningtest.

3.1Temporaryamnesia

Theso-calledtemporaryamnesia,istheexamineeinEnglishlisteningtest,facethetestquestionsaboutthelisteningcontentextractionandtemporarypsychologicalphenomenonoffailure,itiscalledtemporaryamnesia,duetosomeoftheinformationinthewakeoftheintentionalorunintentionalextractioncanobtainsuccess.Englishlisteningcomprehensionpsychologicalprocesstosay,withtheinformationprocessingmodelofGagnecanvividlyexplained.Fromthismodelitcanbeseen,theenvironmentisbroadcastspeechandwrittenmaterials,thereceiverthattheearsandeyes,theeffectorisusedtoanswerourhand,othersectorsareourbrainfunction.Althoughlisteningandreadingareregardedasreceptiveskills,listeningcomprehensionisfarmoredifficultthanreadingcomprehension,thereasonisthatthelistenercouldnotrepeattestinghasreceivedinformation.Nodoubt,Godwillleadtopartialorevendistractedawayalotofinformationleakagelistening,memoryisveryimportant.Extractionoffailurereasons,onemaybeduetodistractionordistractiondidn'tlistentotheinformationtobeextracted,i.e.no"sensoryregister";anotherpossibilityisthattheamountofinformationrelativetothelistener'slisteningabilitytoaccepttoolarge,ashortperiodoftimetowaitsomeinformationprocessinginthebrain,leavingnotrace,cannotextract;anotherpossibilityisthattheamountofinformation,listeningtotoolarge,evenafterprocessingbutwasinformationinterferewithsubsequentoff,intolongmemorybuttemporarilyunabletotake.Inthisway,informationextractiondoesnotcomeout,theformationoftheso-called"temporarilyforget".,

3.2Bedistracted

Englishlisteningtestisnotthelisteningcomprehension,infactalsoinspectedthefastreadingcomprehension,andtheircoordinationdegree.Thisisbecause,inthereadingtestisalternativeanswersandlistentothedialogueoressayscontent,thatistosayinresponsetoaquestionaboutthelisteningmaterialproblemsbeforetheexamineeshouldbenotonlyaftermaterial,butistoreadthecompleteanswer.Explainthepsychologicalphenomenawiththeconceptof"workingmemory"wouldbebetter.BaddeIeyandHitchproposedtheconceptofshort-termstorageshouldbereplacedbyworkingmemory.Theworkingmemorysystemincludesthefollowingthreeparts:

（1）anotbysensorytracteffectsaresimilartotheattentionofcentraIexecutive.

（2）atokeeptheinformationinvoiceformofphonoIogicaIIoop.（3）aspecialvisualand/orspatialcodevisuaI-spatiaIscratched.

Thekeycomponentsofworkingmemoryisthecentralexecutivesystem.Itisoflimitedcapacitybutcanparticipateinanycognitiveactivity.Thephonologicalloopandthevisuospatialimageprocessorbelongstothecentralexecutivesystemandforthespecificpurposeofservice.Voicestorageringofwordorderofpresentation,andvisualimageprocessorisusedforstoringandprocessingofvisualandspatialinformation.Everycomponentsofworkingmemoryareenergylimited,independentofanyothercomponentandwork.Accordingtothistheory,workingmemoryisusedtounderstandtheprocessofinformationstorageandprocessing.Storageandprocessingofhumanenergyisveryhigh,andtheworkingmemorycapacityisextremelylimited.Solanguageprocessingduringthestoragerequirementsneedtobekeptatacertainlevel.Suchlooking,listeningtestisactuallyonthephonologicalloopandthevisuospatialimageprocessorcollaborativeprocessinglanguageinformationcentralexecutivesystem.Therefore,anysystemproblemsinworkingmemory,namelythepersonofavisualorauditoryinformationprocessingprocesswithitsownlimitedprocessingcapacitybetweenthecontradictions,humanpsychologicalactivityispronetodistractiondistractionforthephenomenon,sometimesmanifesteddistractiondistractionphenomenonhasnothingtodowiththethemeofinformationtoattracttheattentionoftheparties,causethethemeactivitiescannotsmoothly,butrareinthelisteningtest.

3.3Tension

EmotionalpsychologistsLazarus,thought,emotionistheindividualto