Investigation and Research on the college students English Listening Ability大学生英语听力水平的.docx

Investigation and Research on the college students English Listening Ability大学生英语听力水平的.docx

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InvestigationandResearchonthecollegestudentsEnglishListeningAbility大学生英语听力水平的

大学生英语听力水平的调查与研究

InvestigationandResearchonthecollegestudents’EnglishListeningAbility

Abstract:

Languageisthebasictoolforhumanbeingstocommunicatewitheachother,andthefundamentalreasonsforhumanbeingstolearnlanguageistoexchangeinformation.Englishlearningisakindofsyntheticallyabilityimprovement;generallyitincludeslistening;speaking;readingandwritingAmongthefourbasicskills,listeningisalwaysregardedasthemostimportantskill;it’sthefoundationforustocommunicate.AccordingtotheresearchthatRiver&andTemperlyhaddone,listeningskillsoccupyabout45%whenwedosocialactivities.Throughinvestigationtheauthorfindsthatnon-EnglishmajorsinAnkangUniversityhavemanyproblemsinlearningEnglishlistening.Inordertofindthereasonsandtoputforwardthesuggestions,15teachersand500non-Englishmajorshavebeeninvestigatedthroughquestionnairesandface-to-faceinterview.Thedatashowsthattheseproblemsarecausedbyteachersandstudentsthemselves.Theyaremainlyreflectedonlisteningmaterials,teachers’teachingmethodsandstudents’learningmethods.Thispaperprovidessuggestionstoimprovenon-Englishmajors’listeningabilityfromtheperspectiveof“theAudio-lingualMethod”and“theTask-basedEnglishListeningTeaching”.

Keywords:

AnkangUniversity;non-Englishmajors;thestudyingofEnglishlistening;problems;suggestions

大学生英语听力水平的调查与研究

--以安康学院为例

摘要:

语言是人类参与交际活动的工具,人类学习语言的目的是能跟别人交换信息。

英语学习是一门综合技能的学习,它大体包括了听、说、读、写这四种基本技能。

其中,听力是最基本的语言技能,是进行交流的基础。

根据里弗斯和坦铂利River,W.M&andTemperly,M.S.的统计,“听”在交际活动中所占比重45%。

但是通过笔者的调查,发现安康学院非英语专业学生在英语听力学习中存在很多问题。

为了找到造成这些问题的原因及解决建议,笔者通过问卷与访谈的形式对安康学院的15名老师与500名非英语专业学生进行了调查。

通过对调查得出的数据进行的深入分析,发现这些问题是老师和学生共同作用的结果。

这些问题主要表现在听力材料、老师的教学方法与学生的学习方法上,本文以“听说法”与“任务型教学法”的理论为指导,提出了提高非英语专业大学生的英语听力水平的建议。

关键词:

安康学院;非英语专业学生;英语听力学习;问题;建议

Contents

AbstractinEnglishi

AbstractinChineseii

Contentsiii

1.Introduction1

2.Literaturereview1

2.1TheImportanceofEnglishlistening1

2.2SometheoriesconcerningEnglishlistening2

2.2.1Thedefinitionoflistening2

2.2.2TheAudio-LingualMethod3

3.2.3Tasked-basedListeningTeaching3

3.Researchdesignandresultdiscussion4

3.1Researchdesign4

3.2Thesurveybackground5

3.3Datacollectionandanalysis5

4.Problemscausedthenon-Englishmajors’poorlistening7

4.1Problemsinlisteningmaterials7

4.1.1Monotonouslisteningmaterials7

4.1.2Oldandunauthenticmaterials8

4.1.3Unrealisticlisteningmaterials8

4.2Problemsinteachingmethods9

4.2.1Traditionallisteningteachingmethod9

4.2.2Lessinteractiveactivitiesintheclass9

4.3Problemsconcerningstudentsinlisteninglearning10

4.3.1NoEnglishenvironment10

4.3.2Lackofautonomyofpracticinglistening11

4.3.3Inappropriatelisteningmaterials11

5.Suggestionstoimprovenon-Englishmajors’poorlistening11

5.1Suggestionstolisteningmaterials12

5.2Suggestionstolisteningteaching13

5.3Suggestionstostudents’learning13

5.3.1Suggestionstothe“Englishenvironment”13

5.3.2Suggestionstotheautonomyoflistening14

5.3.3Suggestionstotheinappropriatelisteningmaterials15

6.Conclusion15

References17

Acknowledgements19

1.Introduction

TherearemainlyfourskillsinEnglishlearning,theyarelistening,speaking,readingandwriting.Throughthesurveysdonebybothnativeandforeigneducators,listeningisprovedtobethemostimportantoneamongthefour.“Thetotaltimeanindividualisengagedincommunication,approximately9%isdevotedtowriting,16%toreading,30%tospeakingand45%tolistening”RiversandTemperley,1978.ButthroughtheresearchtheauthorhasdoneinAnkangUniversity,theauthorfoundthatnon-EnglishmajorsinAnkangUniversityhavemanyproblemsintheirprocessoflisteninglearningandtrainingThroughinvestigationtheauthorfindstheseproblemsarecausedbyteachersandthestudentsthemselves,theproblemsaremainlyreflectedonthelisteningmaterials,teachingmethodsandstudents’learningmethods.Inordertoimprovenon-Englishmajors’listeningability,thispaperwillfirstdiscusstheimportanceoflisteningandthecurrentsituationoflisteninglearning;thenintroducesometheoriesconcerninglisteninglearning;laterpointouttheproblemscausednon-Englishmajors’poorlistening;finallygivesuggestionstosolvetheseproblemsintermsofeducationaltheory.

2.Aliteraturereview

2.1TheimportanceofEnglishlistening

Asweallknow,ChinahasenteredintotheWTOandhasheldtheBeijing2008OlympicGamesandthe2010ShanghaiWorldExpo.successfully.ChinaisinurgentneedofmanydifferentkindsofprofessionalswithasuperabilityofEnglishlanguageproficiency,andEnglishhasbecomeacrazenowadays.“Thefourskillslistening,speaking,readingandwritinghavebeengreatlyimprovedonthepartofChinesestudents.However,inChina,thefourskillshavenotdevelopedatthesamerate.Formoststudentslisteningandspeakingremainthemostdifficultskillstomaster.AfterovertenyearsoflearningEnglish,moststudentscouldn’tunderstandwhatforeignerssayletalonetalkwiththem.Therefore,tocultivatestudents’abilityoflisteningisthefirstandforemostrequirementofEnglishteachingincollegeinourcountry”文秋芳,1995:

131.

Mostteachersthinktheycanimprovestudents’listeningabilitybysayingEnglishasmuchaspossibleduringtheclass,lettingstudentsdodailyreportatthebeginningoftheclass,usingCAI（ComputerAssistedInstruction）andsoon.AstheabilitytocommunicateeffectivelyinEnglishisnowawell-establishedgoalinEnglishlanguageteaching,theimportanceoflisteningcomprehensionincommunicationhasbeenwidelyaccepted.Thepointhasbeenfrequentlymadethatwhenoneisengagedincommunication,hedevotesapproximately9%ofhisattentiontowriting,16%toreading,and30%tospeaking,buthedevotes45%tolistening.Besides,listeningplaysakeyroleinsecondlanguageacquisition.TheInputHypothesisputforwardbyKrashen1981claimsthataconsiderableamountofcomprehensibleinputisindispensableforsuccessfulsecondlanguageacquisitiontotakeplace.Andhegoesfurthertoindicatethatthemajorchannelformeaningfulinputisthe“auditorychannelKrashen,1982:

103”

Thepointhasbeenfrequentlymadethatwhenoneisengagedincommunication,hedevotesapproximately9%ofhisattentiontowriting,16%toreading,and30%tospeaking,buthedevotes45%tolisteningRivers&Temperley,1978.ButinthepastEnglishlearnersdonotpaymuchattentiontolisteningandspeaking,theresultisthattheylearnedEnglishforalifetimebutstill“deaf”and“dumb”.

Listeningisoneofthemostimportantcommunicationskills,manyresearchersbothnativeandinternationalhavedidnumerousresearchonit,andhavesubmitmanytheories2.2SometheoriesconcerningEnglishlistening

2.2.1Thedefinitionoflistening

Asaninvisiblementalprocess,differentpeoplegivedifferentdefinitionsaboutlistening.IntheopinionofMichaelRost2002inTeachingListeningComprehension,everydefinitionoflisteninghassomeuniqueaspect.Thedefinitionoflisteningcanbeunderstoodinfourorientations,thereceptive,theconstructive,thecollaborativeandthetransformative.InUnderwood’s1989,citedinDunkel,1991:

24understanding,listeningis“theactivityofpayingattentiontoandtryingtogetmeaningfromsomethingwehear”.Insimplewaytostudents,listeningmeanscatchingwhatthespeakersays.Michael’sdefinitionoflisteningisthatlisteningisexperiencingcontextualeffect.Differentexpertsalsoofferotherlisteningdefinitions.Thomlison’s1984definitionoflisteningincludes“activelistening,”whichgoesbeyondcomprehendingliterallytoanempatheticunderstandingofthespeaker.Hirsch1986groupsdefinitionsasattemptstodefinetheprocess;explanationsofsequentialphasesinlistening;howsoundisreceived,comprehended,andactedupon.RonaldandRoskelly1985definelisteningasanactiveprocessrequiringthesameskillsofprediction,hypothesizing,checking,andrevising.AsanEnglishteacher,theauthorbelievesthatlisteningisthelanguageskillthatstudentsacquire.Listening,whichplaysalife-longroleintheprocessofcommunication,providesafoundationforalllanguagedevelopment.SomerecentstudiesdescribeslisteningasanactiveprocessinwhichlistenersselectandinterpretinformationthatcomesfromauditoryandvisualcluesinordertodefinewhatisgoingonandwhatthespeakersaretryingtoexpressClark1977;Mendelsohn1995;Richards1983,citedfromThompsonandRubin,1996.

2.2.2TheAudio-LingualMethod

TheAudio-lingualMethodbasedonstructuralismbecamepopularinthe1950s.Itarguesthatlisteningitselfwasnothingbutaprocessofpassive“decoding”,inwhichthelistenerfinds“equivalence”inhisownlanguagesystemforthewords,phrasesandsentencesheheard.Listeningwasdefinedasthelistener’sabilitytorecognizethelanguagestructurewhenhehearssomething“asatisfactorylisteningabilityisthefoundationofspeak”Anderson&Lynch,1988:

2

Comparedwiththepastpedagogy,thisapproachfurtherexposedtherelationshipbetweenlisteningandpronunciationsothatitcreatedmanynewwaysofpracticeonphonemesandsinglesentencestoimprovethelistener’slisteningandatthesametimeemphasizedthatoralEnglishpracticemustbesupportedwithplentyoflisteningmaterials.However,theAudio-lingualMethodhadaverylimitedunderstandingoflistening.Jack&Theodore2000pointsoutthat“Studentswereoftenfoundtobeunabletransferski