cs in college english listening comprehension英语听力理解过程中的障碍因素及对策本科毕业论文.docx

cs in college english listening comprehension英语听力理解过程中的障碍因素及对策本科毕业论文.docx

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csincollegeenglishlisteningcomprehension英语听力理解过程中的障碍因素及对策本科毕业论文

TheObstacleFactorsandTacticsinCollegeEnglishListeningComprehension

大学英语听力理解过程中地障碍因素及对策

Contents

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

Chapter1ObstacleFactorsinListeningComprehension…………....2

1.1Characteristicsoflisteningmaterials...........................................................2

1.2Characteristicsofthespeaker'sspeechinlisteningmaterials……………2

1.2.1Changesinsound…………………………………………………...2

1.2.2Intonationandthesequenceofsounds……………………………..3

1.2.3Verbiage’sintherlude……………………………………………………….4

1.2.4Towdifferentvoicesystems,RPandGA…………………………………..4

1.3Difficultiesonthepartoflearners………………………………….5

Chapter2TacticstoResolvetheObstacles…………………………..7

2.1Listeningandvocabulary………………………………………………..7

2.2Correlationoflisteningandreading……………………………………..7

2.3Tograsptheprocessoflistening……………………………………………8

2.4Tofocusonpracticaltraining………………………………………………9

Chapter3TacticsintheEnglishListeningTeaching………………11

3.1Changesinteachingpattern……………………………………………11

3.2Toselectthelisteningmaterials………………………………………..11

3.3Aimsoflisteningpractice………………………………………………11

3.4Emotionalproblemsoflearners……………………………………….13

Conclusion……………………………………………………………...16

Acknowledgements………………………………………………………...17

Bibliography…………………………………………………………………18

摘要“听”作为人类言语交际方式之一,在信息剧增､国际交往日益频繁地今天更具有重要意义,因此,在英语学习中“听”应该是第一位地长期以来由于受环境等因素地制约,我们所学地英语大多是“聋子式地”或“哑巴式地”因此,如何提高听力始终为人们所关注鉴于听力地重要性和难度,本文将探讨解决大学英语听力理解过程中地障碍因素首先从听力材料地特点,材料中说话者地语言特征,及学习者自身因素来分析听力理解过程中地障碍因素,并通过这一分析得出一些解决问题地策略和听力技巧（例如:

增加词汇量､把握关键词､注重练习､扩大知识面等等）,以及它们在英语听力教学过程中地实际运用

关键词听力障碍技巧

AbstractLeapsininformationandinternationaldealingsaregettingmoreandmorefrequentinsocietytoday.Asoneofthewaysofverbalcommunication,“Listening”isbecomingmoresignificantduringinternationalexchanges.Therefore,“Listening”istheprimacyinEnglishstudy.AlthoughwehavelearnedEnglishknowledgeformanyyears,sometimeswealsocouldnotspeakfluentlyorlistenexactly,andevenlikethedeaf-mutes.Thereasonisthatwehavebeenrestrictedwithinthesurroundingsandotherfactorsforalongtime.So,peoplearealwayspayattentiontohowtoimprovetheleveloflistening.Inviewoftheimportanceanddifficultiesoflistening,thethesisaimsatthediscussionofthetacticstosolvetheobstaclesinthecollegeEnglishlisteningcomprehension.Firstly,itanalyzestheobstaclefactorsinlisteningcomprehensionaccordingtocharacteristicsoflisteningmaterials,characteristicsofthespeaker’sspeechinlisteningmaterials,anddifficultiesonthepartoflearners.Inaddition,itconcludessomemethodsandlisteningskillstoresolveproblems（suchasincreasevocabulary,graspthekeywords,focusonpracticaltrainingwidentheknowledgeandsoon）,andtheirapplicationintheEnglishlisteningteaching.

KeywordsListeningObstaclesSkills

Introduction

Asoneoftheprincipalwaysofreceivinginformation,listeningplaysanimportantroleinEnglishstudy.Listeningcomprehensionisanessentialcapabilitytograspthelanguageandsemantics.Thelistenerhastocomplicatedlyprocessthephoneticsignalswhichtheyheard.Thewholeprocessisaveryenthusiasticandactivemovement,anditalsoisthemutual-impactandinteractionofthebackgroundknowledge,thecontextandlanguageknowledge.Theprocessabsorbsinformationfromthelisteningmaterialscontinuouslytillformingtheprocessofunderstanding.Thisshowsthatverbalcommunicationstartswithlistening,understandingandfinallyenteringtheexchangingprocess.Thesocialityoflanguagedeterminestheultimategoaloflanguagelearning—interpersonalcommunication,andthewholeprocessistheexchangingbetweentheinputandtheoutputofinformation.Inordertoensuretheprocessgoessmoothlyandcoherently,theinformationmustbeunderstood.Thehumanhastwobasicwaystounderstandinformation:

listeningcomprehensionandreadingcomprehension.Listeningcomprehensionprocessesvariousformsoflanguage（writtenororal,formalandinformal,etc.）directly.Itemphasizesthecapabilityofdealingwithinformationrapidly,whichplaysanimportantroleintermsoflanguagelearning.Intheprocessofthesecondlanguagewhichcanbelearnedlacksrealisticspeechcircumstance,solisteningtrainingistheessentiallink.Inviewofthis,thethesiswillexplorewaysandstrategiestoimprovestudents'leveloflisteningbyanalyzingtheobstaclefactorsincollegeEnglishlisteningcomprehension.

ThisthesisfromthreeaspectstodiscusstheobstaclefactorsandtacticsincollegeEnglishlisteningcomprehension.Thefirstpartmainlyanalyzestheobstaclefactors.Andtheseproblemsareanalyzedfromthreeaspects,namelylisteningmaterials,characteristicsofthespeaker'sspeechinlisteningmaterialsanddifficultiesonthepartoflearners.Thecontentsofthesecondpartarethemethodsandstrategieswhichareusedtosolvetheobstaclefactorsmentionedinthechapterone.CombiningwiththeEnglishlisteningteaching,thethirdpartdiscusseshowtohelpstudentsresolvetheseobstacles.

Chapter1ObstacleFactorsinListeningComprehension

1.1Characteristicsoflisteningmaterials

Tosomeextent,characteristicsoflisteningmaterialsdecidethedifficultyofthelistening:

1）Theybelongtotheaudiomaterials,whichiseasytofleetfromlistener'searsthatisdifferentfromthereadingmaterialswhichthereadercangobacktoreadinanytime;

2）Thecontentrelatestoallareasoflife,includingchatatthestreet,sayingproverbs,newaffairsandsituationsbeingnotwell-knownbylearners,andthespeakerschangethetopicinthesamedialoguefromtimetotime;

3）Forsomecontent,thelistenercannotforecastwhatthespeakerwillsaynext,suchasreports,interviewsanddailydialogues,becausesometimestheyarelackoflogic.

4）Althoughweknowitwellifwelookatitinthepaper,characteristicsofliaisonandlostplosivemakeitdifficultforthelistenertoindentifythesinglewordwhenhelistenstothematerials.

5）Alargenumberofcolloquialwordsandexpressionoftenappearinthedailydialoguematerials.Forexample,usingstufftoreplacematerial,andusingguytoexpressthemeaningofmanandsoon.Sometimesthereisslangorsomeexpressionswhichareinconsistentwiththegrammar,forexample,thecompositionsofthesentenceareincompleteortautological.Theseareunfamiliarforthelearnerwhomainlylearnstheformalwrittenexpression.

1.2Characteristicsofthespeaker'sspeechinlisteningmaterials

1.2.1Changesinsound

ChangesofsoundrefertotheEnglishwords'pronunciationchangeinasensegroup.Themainchangesincludeliaison,incompleteplosion,epenthesis,elisionandassimilationandsoon.Andthesechangeshaveanimportanteffectontheleveloflistening,becauseitisdifficultforbeginnerstomasterthelawofthesesounds.Iwilldiscusstheeffectofthechangesasfollows:

（1）Inthesamesensegroup,thesuffix'spronunciationoftheformerwordisreadbylinkingwiththeinitialnessofthelatterwhichadjacentlyfollowsit,thatiscalledliaison.Therearethefollowingthreeconditions:

a.Thetwoadjacentwords,theformerendsinaconsonantsoundandthelatterstartswithavowelsound,namely:

consonant+vowel;

b.Thetwoadjacentwords,theformerendsintheletterof“r”andthelatterstartswithavowelsound.Inthiscase,/r/shouldbereadout,andtogetherwiththevowel.Namely:

/r/+vowel;

c.Thetwoadjacentwords,theformer'ssuffixandthelatter'sinitialnessusuallyareliaison.Thereisnopausebetweenthemandsoundslikeaword,namely:

vowel+vowel;

（2）Incompleteplosion

Incompleteplosionreferstolosingplosiveintheproductionofplosive.Itisessentialtoseparatethreephasesintheproductionofaplosive:

theclosingphase,theholdorcompressionphase,andthereleasephase.However,insomecases,theseplosivesonlyhavethefirsttwophasesbutlosethereleasephase,andthesecasesarecalledincompleteplosionorlostplosive.Thereareseveralsituationsasfollows:

a.Anytwoadjacentplosives,theformerpronouncestheincompleteplosion,suchas:

Shehasaba（d）cold.

b.Whentheplosiveisbeforethefricative,itshouldbeincompleteplosion,suchas:

Irea（d）thebookyesterday.

c.Whentheplosiveisbeforethenasal,itshouldbeincompleteplosion,suchas:

Itma（d）emehappy.

（3）Elision.Whenacertainsoundorsomesoundsofthewordareinfluenced,itdoesnotpronounce.

（4）Assimilation.Assimilationreferstoasoundisinfluencedbytheadjacentsoundandbecomesthesameorsimilarastheadjacentsound,orthetwosoundsinteractandbecomethethirdsound,asshownbythefollowing:

a.hasto[z]→[s]

b.loveto[v]→[f]

c.fivepast[v]→[f]

1.2.2Intonationandthesequenceofsounds

Chinesecharactersarehieroglyphicsandideograms,andeachcharacterhasatoneincludingtheleveltone,therisingtone,thefalling-risingtoneandthefallingtone.Englishisanalphabeticwriting.SotherearedifferencesbetweenChineseandEnglish,especiallysomesoundsexistinEnglishbutdonotinChinese.Forexample,manystudentshavetroublesindistinguishing/v/from/w/.EnglishandChinesesystemsalsohavegreatdifferencesinpronunciation.ThereisnoendingofconsonantsinChinese,sostudentsoftenareaffectedbythemothertongueinlearningEnglishtoaddvoweltotheendorprolongthesyllable.Thereareseveralaspectsrelatedtosoundtransferandlevelofthetransfer:

（1）greatdifferencesinpronunciation

TonesinPutonghua

Putonghua[pa]

Chinesecharacter

Pinyin

Tonenumbers