探析大学英语听力与听英文歌曲直接的关系
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-11-30编辑:hynh1021点击率:5904
论文字数:24500论文编号:org201211282113467000语种:英语 English地区:中国价格:$ 66
关键词:听力理解英文歌曲影响因素语法特征
摘要:针对大学英语四六级考试的重要性和普遍性,本文通过对大学英语四级听力理解和英文歌曲语法特征,本文作出比较分析,使用英文歌曲为了提高听力水平,为教师和学生提供参考。
本文首先对听力理解信息处理过程和听力的影响因素,尤其是语法的重要性听力理解的相关研究作了简要介绍,英语歌曲在语言教学中的应用,特别是在教学听力应用程序、语法概念和相关理论进行了探讨并且作了介绍。
1.Introduction引言
This chapter gives a general introduction to the importance of English grammar.It begins from the research background, the significance of the study to the researchquestions and then concludes with the general layout of the
thesis.
1.1 Research background研究背景
In our daily communication, ‘listening’ plays the important role.
https://www.51lunwen.org/daxueyingyu/ The Americanforeign language teaching expert Rivers pointed out that in communicative languagelistening occupies 45%, speaking 30%, reading 11%, writing 9% (Rod Ellis, 2001). Itis clear that ‘listening’ is the key way to get access to the comprehensible input. Thelinguist Alexander holds: You must listen before you can speak, read before you canwrite. Listening and speaking are closely related and influence each other. Improvinglistening could facilitate the language acquisition.In various English tests listening has the large proportions. Listening in CollegeEntrance Examination occupies 20%, in TOFEL and IELTS each 25%. On February25th, 2005, the Ministry of
Education announced the reform of CET-4 and CET-6 thatthe proportions of listening are raised to 35% and the listening materials are selectedfrom the more authentic language, such as dialogues, lectures and radio and TVprograms. This rule changed the listening and speaking skills from the secondaryplace to the more prominent place. Compared with it ten years ago, more jobs requirehigh speaking and listening abilities and the need of the society and students forlistening and speaking abilities is higher than their need for reading and writingabilities.CET-4 and CET-6 are two influential nationwide tests in China. College EnglishTest (CET) is set up by the Minister of Education in 1987. It is designed fornon-English majors to evaluate learners’ English ability objectively and accurately,thus imposes great influence on college English education and learners’ employment.Now CET consists of six parts: Writing, Reading Comprehension (Skimmingand Scanning), Listening Comprehension, Reading Comprehension (Reading inDepth), Cloze and Translation. Listening comprehension is an indispensiblecomponent of both CET-4 and CET-6, which occupies 35% of the whole paper. Overthe past two decades, much attention has been devoted to the teaching, learning andtesting of L2/FL listening comprehension ability.In college English teaching, listening and speaking is a significant part.Listening, speaking, reading and writing skills complement each other and arereciprocally stimulative. In terms of quality of teaching and teaching method, listeningis the most difficult and the key of English learning. At present, it is univeral that thecollege English listening teaching still applies the traditional model in which thestudents are seen as the passive learners and the teaching methods and materials arefixed. Such model becomes the main obstacle of improving the college students’listening skill. With the reform of the English teaching, the improvement of theteaching conditions and the update of the teaching facilities, the single teachingmaterial cannot meet the demands of the instructional development. Therefore,English songs have been increasingly becoming the choice of English lovers andmany English learners that expect to improve their listening. Applying English songsto English listening teaching can
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