The Comprehension and Feeling towards College English Listening Learning.docx

The Comprehension and Feeling towards College English Listening Learning.docx

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TheComprehensionandFeelingtowardsCollegeEnglishListeningLearning

英语本科生期末课程论文

论文题目：

TheComprehensionandFeelingtowardsCollegeEnglishListeningLearning

对于大学英语听力学习的理解和感悟

课程名称：

英语学习策略

学生姓名：

郑松学号：

11090430

院系：

外国语学院英语系

班级：

英本114班序号：

30

任课教师：

付安权职称：

副教授

提交时间：

2012年1月5日

成绩：

Contents

Abstract1

KeyWords1

1.Introduction2

1.1TheimportanceofEnglishlisteningincollege2

1.2CurrentsituationofEnglishlisteningincollege3

2.SometheoriesconcerningEnglishlistening3

2.1Thedefinitionoflistening3

2.2TheAudio-LingualMethod4

2.3Tasked-basedListening4

3.Threeproblemsinlisteninglearningandthesolutions5

3.1Problemsinlisteningmaterials5

3.1.1Lackvariouslisteningmaterials5

3.1.2Oldandunauthenticmaterials5

3.1.3Unrealisticlisteningmaterials6

3.1.4Solutionstotheproblemsinlisteningmaterials6

3.2ProblemsinTeacher’sTeachingMethods7

3.2.1TraditionalListeningTeachingMethod7

3.2.2LackInteractiveActivitiesintheClass7

3.2.3SolutionstotheProblemsinListeningLeaching8

3.3ProblemsConcerningStudentsinListeningLearning8

3.3.1NoEnglishEnvironment8

3.3.2LackAutonomyofPracticingListening8

3.3.3ChooseInappropriateListeningMaterials8

3.3.4SolutionstotheProblemsConcerningStudents9

4.Conclusion10

Bibliography11

TheComprehensionandFeelingtowards

CollegeEnglishListeningLearning

ZhengSong

Abstract：

Englishasahumanlanguageforspeechcommunication.Today,theinformationhasincreasedsharply,internationalassociationoffrequencehasbeenmoreimportant.HowtoimprovetheEnglishlistening,morepeoplepaidmoreattentionto.Themodernlanguageeducationtheoryattachesgreatimportancetolistentoinlanguagelearningandthefunctionoflanguageuse,listentoteachingbeingignoredandlackofscientificconditionsarechanged.

Iwritethisthesistoshowsomeproblemsandsomesolutionsjustfrommyownexperience.

KeyWords:

Listening;unrealisticmaterials;effectiveandcorrectapproaches

TheComprehensionandFeelingtowards

CollegeEnglishListeningLearning

FLC2012（01）（English）ZhengSong

1.Introduction

1.1TheimportanceofEnglishlisteningincollege

Asweallknow,ChinahasenteredintotheWTOandhasheldtheBeijing2008OlympicGamesandthe2010ShanghaiWorldExpo.successfully.ChinaisinurgentneedofmanydifferentkindsofprofessionalswithasuperlevelofEnglishlanguageproficiency,andEnglishhasbecomeacrazenowadays.Thefourskillslistening,speaking,readingandwritinghavebeengreatlyimprovedonthepartofChinesestudents.However,inChina,thefourskillshavenotdevelopedatthesamerate.Formoststudentslisteningandspeakingremainthemostdifficultskillstomaster.AfterovertenyearsoflearningEnglish,moststudentscouldn’tunderstandwhatforeignerssayletalonetalkwiththem.Therefore,tocultivatestudents’abilityoflisteningisthefirstandforemostrequirementofEnglishteachingincollegeinourcountry

Inrecentyears,someteachersatcollegeshavealreadymaderesearchesonEnglishlistening.Theyhavestudiedthenatureoflistening,themethodsoflistening,thetheoriesofclassroomlistening,modelsofclassroomlisteningteachingandsoon.Theresultsoftheseresearchesareallvaluabletothelearners.

Mostteachersthinktheycanimprovestudents’listeningabilitybysayingEnglishasmuchaspossibleduringtheclass,lettingstudentsdodutyreportatthebeginningofclass,usingCAI（ComputerAssistedInstruction）andsoon.AstheabilitytocommunicateeffectivelyinEnglishisnowawell-establishedgoalinEnglishlanguageteaching,theimportanceoflisteningcomprehensionincommunicationhasbeenwidelyaccepted.Thepointhasbeenfrequentlymadethatwhenoneisengagedincommunication,hedevotesapproximately9%ofhisattentiontowriting,16%toreading,and30%tospeaking,buthedevotes45%tolistening.Besideslisteningplaysakeyroleinthesecondlanguageacquisition.TheInputHypothesisputforwardbyKrashenclaimsthataconsiderableamountofcomprehensibleinputisindispensableforsuccessfulsecondlanguageacquisitiontotakeplace.Andhegoesfurthertoindicatethatthemajorchannelformeaningfulinputisthe“auditorychannel.

1.2CurrentsituationofEnglishlisteningincollege

Despiteagraduallyincreasingacceptanceofthesignificanceoflisteningcomprehension,incollege,listeningteachingandresearcharenotsatisfactory.Itisoftenheardcommentthatlisteningcomprehensionisasomewhatneglectedskill.Inotherword,itseemsthatlisteningdoesnotdrawenoughattentionofbothstudentsandteachersinChina’sEnglishlanguageteachingandlearning.Eventhoughsometeachershaverealizeditsimportance,listeningteachingstilldoesnotgobeyondthestageofplay-the-tape-and-check-the-answers.

Teachersaredevotedtogettingstudentstolistenandcompletethelisteningtasksinsteadoftakingthestudentsasindividualswholearnusefu1skillstocopewithlisteningcomprehension.Inthiscase,studentslistenmechanicallytovariousmaterialsandtrydifferentcomprehensiveexercises.Iftheycannotcatchthemeaningforthefirsttime,usuallytheteacherencouragesthemtotryasecondtimejustintimeforthetapetobeplayedagain,andsometimesthereisevenathirdorafourthtimebeforetheteacher’spatiencegivesoutandbeforetheteacherprovidesthestudentswithcorrectanswersandthengivestheroutineadvicetopracticemoreafterclass.Suchlisteningcomprehensionlessonsarebynomeanseffectivewaystoradicallyimprovethestudentlisteningproficiencyinthattheygivenoinstructionastohowtogoaboutlistening,butjusttellthestudents’listeningability.What’smore,incollege,limitedclassroomhoursandthelackofscientifictheorieshavegivenrisetotheproblemsinlisteningteaching.Inalisteningclass,theteacherusuallyplaysaroleastosimplyplaythetaperecorderandcheckthestudents’answers.Theteacheroccasionallyexplainssomenewwords.Afterlistening,theteacherwillaskthestudentssomequestions.Therefore,studentsusuallyassumepassiveroleinthelisteningclass.Thiskindoftest-orientedlisteningteachingdepressestheatmosphereandthefeelingsofstudents.

Therefore,topromotemoreeffectivelisteningteachingandenablestudentstobecomemorecompetentlisteners,weneedtoresearchhowtoimprovecollegestudents’listeningcompetencewiththehelpoftheproblems’analysisandtheformatsonlisteningteaching,andtore-examinethelisteningteachingstyleandseriouslythinkaboutwhatshouldbetaughttothestudentsinthelisteningclasses.

2.SometheoriesconcerningEnglishlistening

2.1Thedefinitionoflistening

Asaninvisiblementalprocess,differentpeoplegivedifferentdefinitionsaboutlistening.IntheopinionofMichaelRost（2002）inTeachingListeningComprehension,everydefinitionoflisteninghassomeuniqueaspects.Thedefinitionoflisteningcanbeunderstoodinfourorientations,thereceptive,theconstructive,thecollaborativeandthetransformative.InUnderwood’s（1989,citedinDunkel,1991）understanding,listeningis“theactivityofpayingattentiontoandtryingtogetmeaningfromsomethingwehear”.Insimplewaytostudents,listeningmeanscatchingwhatthespeakersays.Michael’sdefinitionoflisteningisthatlisteningisexperiencingcontextualeffect.Differentexpertsalsoofferotherlisteningdefinitions.Thomlison’s（1984）definitionoflisteningincludes“activelistening,”whichgoesbeyondcomprehendingliterallytoanempatheticunderstandingofthespeaker.Hirsch（1986）groupsdefinitionsasattemptstodefinetheprocess;explanationsofsequentialphasesinlistening;howsoundisreceived,comprehended,andactedupon.RonaldandRoskelly（1985）definelisteningasanactiveprocessrequiringthesameskillsofprediction,hypothesizing,checking,andrevising.AsanEnglishteacher,theauthorbelievesthatlisteningisthelanguageskillthatstudentsacquire.Listening,whichplaysalife-longroleintheprocessofcommunication,providesafoundationforalllanguagedevelopments.Somerecentstudiesdescribelisteningasanactiveprocessinwhichlistenersselectandinterpretinformationthatcomesfromauditoryandvisualcluesinordertodefinewhatisgoingonandwhatthespeakersaretryingtoexpress.

2.2TheAudio-LingualMethod

TheAudio-lingualMethodwhichbasedonstructuralismbecamepopularinthe1950s.Itarguesthatlisteningitselfwasnothingbutaprocessofpassive“decoding”,inwhichthelistener“findequivalents”inhisownlanguagesystemforthewords,phrasesandsentenceshehears.Listeningisdefinedasthelistener’sabilitytorecognizethelanguagestructurewhenhehearssomething“asatisfactorylisteningabilityisthefoundationofspeaking.”

Comparedwiththepastpedagogy,thisapproachfurtherexposedtherelationshipbetweenlisteningandpronunciationsothatitcreatedmanynewwaysofpracticeonphonemesandsinglesentencestoimprovethelistener’slisteningandatthesametimeemphasizedthatoralEnglishpracticemustbesupportedwithplentyoflisteningmaterials.However,theAudio-lingualMethodhadaverylimitedunderstandingoflistening.JackCR.andTheodoreS.R.（2000）pointoutthat“StudentswereoftenfoundtobeunabletransferskillsacquiredthroughAudiolingualisimtorealcommunicationoutsidetheclassroom,andmanfoundtheexperienceofstudyingthroughaudio-lingualprocedurestobeboringandunsatisfying.”

2.3Tasked-basedListening

Tasked-basedListeningisanactivitywhichrequireslearners