英语专业学生英语听力理解障碍及其消除的策略研究

论文摘要

长期以来,人们普遍认为听力理解是消极被动的过程,然而,听力理解却是积极主动的。在听力理解过程中,听者试图去充分理解说话人的目的、意图以及内容。与此同时,听力障碍也会随之产生。基于此,本文会以图示理论和语境理论为理论指导,从语言因素和非语言因素两方面研究英语听力理解障碍并找出相应解决策略。语言因素包括语音、词汇、语法、听力材料的长度,口语和书面语的区别等。其中语速和语调对于能否正确理解听力材料起到关键作用。语音不准确,词汇量匮乏,复杂的语法结构也是语言因素中的主要障碍。非语言因素对听力理解的影响主要包括英语听力教学法及教材、学生的心理因素,听力技巧与策略,文化背景知识和文化差异等。笔者结合研究和实际教学,在找出听力障碍的基础上,提出了相应的解决策略。如纠正发音,增加学生词汇量,对比英音美音的区别,改变传统的以教师为中心的听力课堂,激发学生的潜能,使听力材料和教学手段多样化,培养学生听力技巧等。从而提高学生的听力水平,实现真正意义的听。

论文目录

• Abstract
• 摘要
• Contents
• Chapter One Introduction
• 1.1 Necessity of the Research
• 1.2 The History of Listening Teaching
• 1.3 Current Researches on Listening Teaching
• 1.4 Purpose of the Research
• Chapter Two Theoretical Bases of the Thesis
• 2.1 The Definition of Listening and Listening Comprehension
• 2.2 Nature of Listening Comprehension
• 2.3 Listening Process
• 2.3.1 Bottom-up Processing
• 2.3.2 Top-down Processing
• 2.3.3 Interactive Processing
• 2.4 Schema Theory
• 2.4.1 The Definition of Schema Theory
• 2.4.2 Types of Schema
• 2.4.2.1 Linguistic Schema
• 2.4.2.2 Content Schema
• 2.4.2.3 Formal Schema
• 2.5 Context
• 2.5.1 Linguistic Context
• 2.5.2 Non-linguistic Context
• 2.5.2.1 Situational Context
• 2.5.2.2 Cultural Context
• Chapter Three Obstacles Affecting the Listening Comprehension
• 3.1 Language Knowledge Obstacles
• 3.1.1 Pronunciation
• 3.1.2 Speed
• 3.1.3 Intonation
• 3.1.4 Vocabulary
• 3.1.5 Grammar
• 3.1.6 Text Length
• 3.1.7 Differences Between Spoken Language and Written Language
• 3.2 Non-language Knowledge Obstacles
• 3.2.1 The Weakness of Traditional English Listening Teaching
• 3.2.2 Teacher's Influence in English Listening Teaching
• 3.2.3 Background Knowledge
• 3.2.4 Noticing
• 3.2.5 Affective Variables
• 3.2.6 Memory
• Chapter Four Strategies for Overcoming the Obstacles to Listening Comprehension
• 4.1 Strategies for Overcoming the Language Knowledge Obstacles
• 4.1.1 Standard Pronunciation Training
• 4.1.2 Vocabulary Training
• 4.1.3 Grammar Training
• 4.1.4 Short Passages Comprehension Training
• 4.2 Strategies for Overcoming the Non-language Knowledge Obstacles
• 4.2.1 Making a Good Lesson Plan
• 4.2.2 Reforming Traditional English Teaching
• 4.2.3 Developing Teacher's Dominant Role for Individualized Teaching
• 4.2.4 Making Teaching Material and Teaching Means Diverse
• 4.2.5 Being a Good Guide For Students
• 4.2.5.1 Developing Students' Good Psychological Quality
• 4.2.5.2 Cultivating Students' Ability of Imitation
• 4.2.5.3 Creating Authentic English Language Environment
• 4.2.6 Reading Widely for More Background Knowledge
• 4.2.7 Emphasizing on Training Strategies
• 4.2.7.1 Pre-listening and While-listening
• 4.2.7.2 Focusing on the General Meaning
• 4.2.7.3 Focusing on Key Points and Key Words
• 4.2.7.4 Learning to Make Inference
• 4.2.8 Exposure to English
• Chapter Five Conclusion
• 5.1 Conclusion
• 5.2 Suggestions
• Bibliography
• Acknowledgements