英语论文网

than ≠ is not equal to, not the same as >> much greater than フ insert (something) which has been omitted [28] (ii) Diversifying listening materials As technology advances, people are able to search and gain seas of information by various ways. Therefore, it is quite convenient for the teachers to find many authentic listening materials for the students. Such as GRE, TOEFL, IELTS ,etc. 5. Conclusion Listening did not arouse the ESL learner’s attention “until the college entrance examination covered 30 points in 1999 and many college students are required to pass Band-4 when they finish the undergraduate program.” [29] However, listening is the most difficult skill. The listener cannot control the content or speed. Speech is not usually very organized and may contain redundancy, hesitation, ungrammatical utterances and sudden changes of topic. The size of vocabulary is small. The listeners sometimes fail to recognize the signals, or discourse makers in speech. Lack of cultural background of the target language might also lead to problems of interpretation. The causes of different individual’s listening comprehension obstacles vary, while we can still find some regulations or common problems they share together. Therefore, the author made an investigation by a questionnaire to find out the major obstacles of ESL learners in listening comprehension. And through the study of some research papers and works on listening comprehension plus by my ten years learning of English, the author put forward some corresponding solutions or strategies for eliminating English listening comprehension. It must be sure that the author’s view cannot cover all aspects on this thesis, while she still hopes the ESL learners or teachers will agree about something in this paper. Good luck! References [1] 张维益. Obstacles and Corresponding Strategies in English Listening Comprehension [D].中国期刊网优秀博硕学位论文全文数据库, P1 [2] 同[1], P1 [3] Lin Shulin, Lin Chunyan. New Concept for English Language Teaching and Learning[M]. Hefei: University of Science and Teaching of China Press, 2004, P164 [4] 同[1], P1 [5] 戴炜栋、何兆雄. A New Concise Course on Linguistic for Students of English[M]. Shanghai: Shanghai Foreign Language Education Press, 2002, P13 [6] 同[1], P13 [7] 张冠林 A Hand Book of English Pronunciation Exercise for First-Year College Students[M]. Beijing: Foreign Language Teaching and Research Press, 1988, P81 [8] 何其莘、何兆雄. Listen to This:2 Teacher’s Book [M]. Beijing: Foreign Language Teaching and Research Press, 1993, P401 [9] Penny Ur. A Course in Language Teaching: Practice and Theor[M]. Beijing: Foreign Language Teaching and Research Press, 2000; Cambridge: Cambridge University Press, 1996, P112 [10] 同[1], P3 [11] 陈雪华. EFL听力障碍及其对策[J]. 山地农业生物学报, 2004, (05), P460 [12] 同[5], P128 [13] 白红梅. 论莎士比亚戏剧语言与英语习语[J]. 鞍山师范学院学报，2001,12, (3), P86 [14] 赵晓晓. 英语习语源头初探[J]. 新乡教育学院学报, 2005,3,(1), P44 [15] 同[13], P87 [16] 同[1], P12 [17] 同[3], P157 [18] 同[1], P12 [19] 同[9], P112 [20] 同[1], P9 [21] 同[3], P174 [22] 同[3], P156 [23] 同[1], P12 [24] Shu Baimei. Modern foreign language teaching methodology[M] 上海 :上海外语教育出版社,2005, P161 [25] 同[1], P14 [26] 同[1], P15 [27] 同[1], P23 [28] 何其莘、何兆雄. Listen to This:2 Student’s Book [M]. Beijing: Foreign Language Teaching and Research Press, 1993, P189 [29] 同[1], P1