英语论文网

[Abstract] Most Chinese students regard English listening comprehension as the most difficult part among all kinds of examinations. They feel the listening materials too difficult to understand, the speed of delivery too fast and accordingly, anxiety easily takes place during listening comprehension. This paper mainly analyzes the comprehensive factors that affect English listening comprehension, and suggests some ways to improve listening comprehension from two aspects. On the one hand, students must first have a good command of linguistic knowledge, and form a good habit of listening, taking notes while listening. On the other hand, teachers should spot out students’ problems during listening and accordingly, try to help them by giving appropriate information, background knowledge, setting proper tasks in and out of class and design various and interesting activities to improve listening teaching. [摘要] 大多数中国学生普遍认为听力理解是各种考试中最难的部分。他们认为听力材料难懂，语流太快以及经常有听力焦虑感。本文主要分析影响听力理解的综合因素，并从两方面提出一些改进听力理解的有效途径。一方面，学生必须扎实地掌握语言知识体系，包括对语音、语法、词汇等的掌握，养成良好的听力习惯，边听边做笔记等，并且积极参与两种富有主动性和交际性的听力活动。另一方面，老师必须即时发现学生在听力中出现的问题，即时采取措施解决, 相应地为学生提供适当的信息、背景知识等，布置适量作业，课内课外对学生进行辅导，设计并组织多样而有趣的听力活动来改进听力教学。 1. Introduction As we know, listening, reading, writing, speaking and translating are the five basic skills in language teaching and learning. Listening, one of the means of language communication is used most widely in our daily life. About three quarters of an adult’s time concerns listening. Listening plays the first and the most important role in learning a foreign language. In China, however, teaching listening has been neglected for a long time. What most teachers do in class is merely to play the recorder and check the answers. Some try to help students to understand the content by constant stopping and repeating and explaining word by word. However, English listening is a more complex activity in which the listener is expected to have the ability to follow the general trend of what is said, to understand special details, and to infer the speaker’s intention. The author has done an oral survey in a country middle school in March 2005. About 43.2% of the English language learning students think that the most bothering and most difficult course is listening comprehension, and even some of them have difficulties in understanding their teacher who gives lessons in English. Of course, it is difficult for a middle school student to understand the listening material if he hasn’t enough vocabulary and the ability of telling the grammar construction. In the author’s survey, about 35% of the students with low listening comprehension think this is because they don't understand the knowledge about linguistics and they are not able to tell the meanings of what they have heard. In another investigation in a middle school in Zhangzhou in March 2005, students were asked to listen to a dialogue of 244 words, in which the words and the related grammar have already been learned, but 80% of them thought it was too difficult. Then, using the same dialogue as a reading comprehension material, the author found that only 5% of them thought it was a little difficult. On the other hand the response ability is also another reason. It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they just couldn't follow. A lot of students have their own listening habits. Some students often try to understand each