浅析英语听力理解障碍及其解决对策 [5]
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:15656
论文字数:5599论文编号:org200904162229542109语种:英语 English地区:中国价格:免费论文
关键词:英语听力障碍对策English listeningobstaclesstrategies
st take British native literary giant William Shakespeare for example:
(1) The boss pays the highest wages, but he wants his pond of flesh in return and makes them work very hard. [13]
(2) In my opinion, classical music is all Greek to those young fellows. [14]
(3) Most of school word robs the youth of its right to play and play and play; it puts old heads on young shoulders. [15]
“One’s pond of flesh” in the first sentence originates from “a pound of flesh” of Antonio that is required by Shylock to pay for his debt in Shakespeare’s The Merchant of Venice. So famous is it that people use it for satirizing those legal but irrational requirements today. And the phase “be Greek to sb.” in the second sentence is from Shakespeare’s Julius Caesar which has been used by people now to express “beyond one’s understanding”. “Puts old heads on young shoulders” stems from The Merchant of Venice as well. Today the new meaning of it is that “young but a little more sophisticated beyond one’s age”.
3. A questionnaire investigating listening obstacles of junior school, senior school, and college students.
3.1 A questionnaire
A questionnaire is designed to find out what major listening obstacles the junior school, senior school, and college students have. It includes 18 questions and was handed out to 150 students from different classes, grades and schools. 50 subjects are junior school students, 50 subjects are senior school students, and 50 are college students.
3.2 An analysis of the statistics of the questionnaire
3.2.1 The major barriers in listening comprehension of junior school students
About 54% of subjects feel bothered by the difference between British English and American English. About 78% of subjects cannot understand fast, natural native speech and 68% are confused by the liaison, weak forms, elision, etc. Once meeting with long sentences in a discourse, 64% of subjects are unable to catch up with the pace.
The above figures indicate that sound-recognizing difficulty greatly perplexes the students’ listening comprehension as well as the comprehensive understanding barrier.
3.2.2 The major barriers in listening comprehension of senior school students
Less than junior school, 48% of senior school students meet with troubles in British English and American English. However, 80% of subjects cannot understand the words in liaison, weak form and elision. Moreover, 48% think that intonation and rhythm have great effect on their listening comprehension. Cross-cultural barrier has become a road-blocking tiger affecting their listening.
From the above figures, we can make a conclusion that phonetic barriers still puzzle the students. Their unfamiliarity of background knowledge has become a big hindrance.
3.2.3 The major barriers in listening comprehension of college students
54% of subjects have troubles in identifying British English and American English. 58% are uneasy when listening to natural native speeches. And 70% fail to recognize words for liaison, weak form, and elision. 54% consider that limited vocabulary affects their listening comprehension to a great extent.
We can infer from the above figures that students still cannot cross over the block of phonetic barrier, and small size of vocabulary as well as psychological factors have become the major obstacles.
4. Corresponding strategies of eliminating listening obstacles.
As for the strategies for students to improve their listening ability, the questionnaire shows
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