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English teaching in China has emphasized grammar, phonetics, vocabularyand the accuracy of linguistic expression since 1960s, but ignored the communicativefunction of language, English learners and their learning courses put great emphasis onreading and writing while neglect listening and speaking. As a result, most of the studentscannot make themselves understood by foreigners nor can they easily understand what theEnglish native speakers say.As for the students at a vocational college, most of them cannot specialize their study ingrammar and vocabulary and their inferring competence is weak. They lack interests andenthusiasm in English learning to some extent, and their motivation is just for the purpose ofpassing an English examination. So, it is difficult for them to break through the obstructionthat exists in the course of improving listening competence. On the other hand, the teachingstrategy of listening leaves much to be improved. As a result, although lots of researches onlistening comprehension have been carried on and obtained abundance of results, there arestill mountains of work to do in order to improve students' competence of listeningcomprehension and the language communication ability.

　　
　　1.2 Previous studies on listening comprehension以前的研究在听力理解

Listening comprehension is a very complex process. With the development of differentlinguistic theories it has been studied from different perspectives. These studies really help usa lot in achieving a better understanding of listening comprehension and the English listeningteaching.Psycholinguistics studies the process of language-using which includes the productionand comprehension of language (Gui Shichun, 1985). Brown(1990)says, “Listeners are notsimply passive processors who undertake automatic signal recognition exercises as acousticsignals are fed into them and so construct meaning”，He explains, "When listening, thelisteners are active searchers for meaning. The active listeners will use all relevantbackground knowledge---knowledge of the physical context of the utterance (the immediatesurroundings, the place, the time, etc.), knowledge of the speaker (gender, age, knownopinions), knowledge of the topic (and what the speaker is likely to know about it, or feelabout it), etc. Armed with this activated knowledge, the listener monitors the incomingacoustic signal, which will simultaneously shape and confirm his expectations". According tosuch theories, Anderson (1995) has proposed a cognitive framework of languagecomprehension. He divides comprehension into three interrelated processes: perceptualprocessing, parsing and utilization.Perception or perceptual processing is the initial step. It is focused on the oral text andsounds are retained in sensory memory. The listener imposes order on the succession ofsounds by means of previously learned patterns that segment the sound stream of thelanguage into meaningflil units. Once the sound patterns have been recognized, they arepassed into short—term memory, usually in the form of words. They would be able to groupthe letters into meaningful units according to their previous knowledge of Englishsound—symbol correspondence. Generally speaking the main job in this process is theencoding of the acoustic or written message.In parsing, the second listening comprehension process, words and messages aretransformed into a meaningful mental representation. Much of the linguistic andpsychol本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。