中学生英语听力障碍分析及对策 [3]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:28459
论文字数:6742论文编号:org200904162236036644语种:英语 English地区:中国价格:免费论文
关键词:listening comprehensionobstaclescountermeasures听力障碍对策
ns. “The location of stress in English distinguishes meaning. A shift of stress may change the part of speech of a word from a noun to a verb although its spelling remains unchanged.”[6] For example:
(8) the `contrast n to con`trast v (9) the `desert n to de`sert v
(10) the `object n to ob`ject v (11) the `protest n to pro`test v
In an English sentence, “whether or not a word is stressed depends on what kind of syntactical functions and morphological features it has”. Usually, nouns, notional verbs, adjectives, demonstrative and emphatic pronouns, interrogative words, interjections which are content words are to be stressed, and the function words such as articles, person pronouns, auxiliary verbs, prepositions and conjunctions are not. For instance:
(12)'Honesty is the ' best ' policy.
(13)'What can I 'do to 'help you?
(14)'That’s the 'man who 'helped me.
If students have a better mastery of stressed and unstressed words, they will greatly improve their listening ability, because in this case, they can grasp the key information of the sentence and understand it well.
2.1.5 Intonation
“When pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation.”[7] Intonation is speakers’ “speech rhythm”, the change of low and high pitch of their voice; it plays an essential role in the conveyance of meaning of sentence. The meanings of an identical sentence are different if the speaker utters it in different intonation or tone, so students must pay more attention to intonation. Intonation may show the speakers’ attitude and mood, “English has four basic types of intonation, known as the tones: the falling tone, the rising tone, the fall-rise tone, and the rise-fall tone.”[8] So intonation can utters declarative, interrogative and exclamatory sentence, also it can be very helpful in transferring and changing speakers’ real meaning which can’t be gotten literally. For example:
(15)This letter belongs to you.
(16)This letter belongs to you.
Spoken in the falling tone, version (15) simply states a fact: this letter is yours. Version (16) said in the rising tone, indicates the speaker makes a question: Is this letter belong to you? If students cannot distinguish these sentences in different tones in the listening comprehension, they will come across many difficulties in understanding the listening text.
Besides those above phonetic knowledge that affect the listening comprehension, there are some others, such as assimilation, weakening, elision, simplification, and different pronunciation of American and British English. All these cannot be neglected or they would greatly influence students’ improvement of listening ability.
2.2 The speed of speaking
Many students complain that in listening what hits their ears disappears so quickly that they do not have enough time to decode the message. Virtually every language learner initially thinks that native speakers speak too fast. “Listening comprehension is demanding. Students can not control the speed of speakers, and students can not interrupt or stop the speakers for clarification.”[9] Unlike reading, where a person can stop and go back to read again, in listening the hearer may not always have the opportunity to stop the speaker and listen again. Instead the stream of speech will continue to flow. Students are only used
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