【英语论文】学习策略在听力中的应用（英文）

1、山 东 经 济 学 院本科毕业设计(论文)application of learning strategy in listening comprehension学习策略在听力中的应用设计(论文)题目: 指导教师： 学 号： 姓 名： 外国语学院（部）英语 专业 2008 届山东经济学院教务处制2008年5月10日山东经济学院学士学位论文山东经济学院学士学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并

2、表示了谢意。本声明的法律结果由本人承担。学位论文作者签名： 年 月 日山东经济学院关于论文使用授权的说明本人完全了解山东经济学院有关保留、使用学士学位论文的规定，即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文的全部或部分内容，可以采用影印或其他复制手段保存论文。指导教师签名： 论文作者签名： 年 月 日 年 月 日 application of learning strategy in listening comprehensionabstractas is known to all, it is far from sufficient for an english ma

3、jor to keep his eyes only on textbooks and several literature classics, various listening materials can be regarded as a good way to acquire english comprehensively besides speaking, reading, writing and translating. listening comprehension is a complicated process of communication with its own char

4、acteristics. it takes a long time for scholars both at home and abroad to realize the features of listening comprehension and its importance. and not until recently did they begin to apply learning strategies in listening comprehension.this paper is aimed to analyze the application of learning strat

5、egies in listening comprehension. the thesis consists of three chapters. chapter one gives a historical overview of listening comprehension, its classification and distinctive features. chapter two touches upon the problems in listening comprehension. chapter three illustrates learning strategy and

6、its application in listening comprehension.keywords: listening comprehension; features; learning strategy; application学习策略在听力理解中的应用摘要众所周知，作为一名合格的英语专业的学生，光靠精读几本教科书或阅读几本文学名著是远远不够的，要全面的掌握英语，除了说，读，写，译之外，多听英语材料不失为好的办法。认识听力的特征和重要性，国内外学者花费了大量的时间，直到最近才把学习策略应用到听力理解中。本文主要论述在英语听力中学习策略的使用。全文分为三章，第一章系统回顾了听力研究的历史

7、发展过程，听力材料的分类及听力独特的特征。第二章指出了目前在听力学习中普遍存在的问题。第三章讲述了学习策略及在听力理解中应用学习策略。希望这篇文章能够帮助旨在提高英语听力的学生。关键词：听力理解；特征；学习策略；应用 7contentsintroduction1chapter one an overview of listening comprehension1i. a historical overview of listening comprehension1ii. classification of listening comprehension2iii. distinctive fea

8、tures of listening comprehension2i. an immediate correlation between word pronunciation and word formation2ii. a limited time period of the revelation of the information2iii. extreme importance of phonological features in listening comprehension3chapter two problems existing in listening comprehensi

9、on3i.linguistic problems3i. lack of phonetic and phonological knowledge3ii. vocabulary bottleneck4ii.psychological elements4i. attitude4 ii. motivation5iii. personality5iii. selecting listening materials at random and failure in post-listening comprehension5iv. physical barriers6i. memory functionin

10、g6ii. attention span6chapter three application of learning strategies in listening comprehension7 i.definition of learning strategy7ii. classification of learning strategy7i. cognitive strategy7ii. meta-cognitive strategy8iii. social/affective strategy8iii. application of learning strategy in listen

11、ing comprehension8i. application of cognitive strategy8ii. application of meta-cognitive strategy9iii. application of social/affective strategy9conclusion10bibliography11acknowledgements12ii 7introductionas one of the five important requirements of english learners, listening plays an important part

12、 in our daily life. listening comprehension is indispensable if we are to master english comprehensively. however, listening has always been the least understood part compared with speaking, reading, writing and translation. according to the syllabus for tem 4 and tem 8, listening comprehension acco

13、unts for 35% of the whole test. this is most likely to claim much attention of the students and puts much pressure on them at the same time. however, although many students have given much attention to listening comprehension and made great efforts in order to improve listening ability, the result i

14、s still not so encouraging. it needs some strategies, in other words, learning strategies are also applicable in listening comprehension.however, it takes a long time for scholars both at home and abroad to realize the importance and features of listening comprehension and an even longer time to con

15、nect listening comprehension with learning strategy.there are a variety of difficulties which need to be overcome in listening comprehension. this thesis is aimed at helping improving students listening comprehension by applying learning strategies.chapter one an overview of listening comprehension

16、i. a historical overview of listening comprehension as we all know, listening comprehension is generally acknowledged as an important skill in language learning. it makes up the five essential abilities of an english learner with other four: speaking, reading, writing and translating. listening comp

17、rehension is generally defined as such a process: the hearer receives and selects useful information of the speakers, internalizes it as his own and then either makes a response to it or not. yet, compared with other four skills, it takes a longer time for scholars to understand listening comprehens

18、ion thoroughly.for a long time, listening comprehension is considered as a natural ability that can be developed by its own. in other words, “teachers expect students to develop their listening skills by osmosis and without help” (oxford, 1993: 205). it is believed that if students listen to the tar

19、get language every day, they will improve their listening skills through the experience. listening comprehension has been neglected or poorly taught.arguments for listening comprehension began to be voiced in the mid-1960s by rivers, who has been long an advocate for “listening comprehension” (morle

20、y, 2001: 70). rivers had enough foresight to say that “speaking does not of itself constitute communication unlesss what is being said is comprehended by another person” (1996: 196). and that “teaching the comprehension of spoken speeches is therefore of primary importance if the communication aims

21、to be reached”(1996: 204).slowly and steadily, more attention has been given to listening comprehension in the 1970s. the status of listening began to change from incidental and peripheral importance to a status of central importance. instructional programs expanded their focus on pragmatic skills t

22、o include listening as well as reading, writing and speaking.in the recent decades, listening comprehension is gradually regarded as an active skill. byrnes characterizes listening comprehension as a “highly complex problem-solving activities that can be broken into sub-skills” (1984: 318). in order

23、 to comprehend spoken message, listeners may need to integrate information from a range of sources: phonetics, phonology, syntax, semantics and pragmatics, etc.the fact that we achieve all this in reality as the message unfolds makes listening comprehension “complex, dynamic and fragile” (celce-murc

24、ia, 1995: 366).nowadays, learning strategies began to be applied in listening comprehension. it is great progress to connect the two. “nevertheless, much remains to be done in both theory and pratice” (morley, 2001: 69).ii. classification of listening comprehensiontrying to classify listening compre

25、hension into one category is impossible as there is a variety of listening forms. all of them are of the same importance if we are to master the language of english, to improve the linguistic proficiency and to equip us with the knowledge of all facets of life of foreign countries.listening comprehe

26、nsion can be classified from different perspectives. according to the purpose of listening materials, it can be classified into listening for test purpose, such as the listening section in tem 4 and tem 8 and listening for information-providing purpose such as the news broadcast. according to the fo

27、rms of questions that appear on a test paper, there are multiple-choice listening, gap-filling listening and dictation listening. according to the content of listening comprehension, it can be grouped as political listening, economic listening, technological listening, cultural listening, entertainm

28、ent listening, so on and so forth.iii. distinctive features of listening comprehensionlike many other essential requirements of an english learner, listening comprehension also claims high and comprehensive ability. for example, he needs to know the basic rules of the english language, master suffic

29、ient vocabulary, have enough background knowledge and so on. however, it carries its own characteristics.i. an immediate correlation between word pronunciation and word formationwith thousands of words and a great deal of grammatical rules, a student may have no trouble in reading articles and writt

30、en materials, but he may be not able to understand the listening materials. it is not surprising because in some cases, he is a “deaf” man. only when the materials are written down can he determine whether he understands the materials or not. unlike other sections, in listening comprehension, you ha

31、ve to link the form with the meaning of the word quickly.ii. a limited time period of the revelation of the informationeither in conversation or listening tests, listening materials temporarily exist. the message reveals itself while being uttered. after that everything disappears. one can never rev

32、ert to the beginning to have it once again. therefore, one has to strain his ears and grasp the meaning as quickly as possible. sometimes, taking notes may be a great help.iii. extreme importance of phonological features in listening comprehensionsince listening comprehension is firstly uttered by t

33、he speaker, phonological features such as stress and intonation give significant information about the speakers. take intonation for example, there are four types of intonation in english language, known as the four tones: the falling tone, the rising tone, the fall-rise tone and the rise-fall tone.

34、 the most frequently used are the first three. when spoken in different tones, the same sequence of words may have different meanings. generally speaking, “the falling tone indicates that what is being said is a straight-forward, matter-of-fact statement, the rising tone often makes a question of wh

35、at is said, and the fall-rise tone often indicates there is an implied message in what is said” (dai weidong, he zhaoxiong, 2005: 30). thus, sometimes, even we fail to follow the speaker, we may still know the intention or the attitudes of the speaker.chapter two problems existing in listening compr

36、ehensionas has been revealed in the above chapter, listening comprehension covers a wide range of subjects, carries its own characteristics and claims not only listening ability but also reading ability as well as note-taking ability, to name just a few. it is understandable that many problems exist

37、 in listening comprehension of the english learners.i. linguistic problemsi. lack of phonetic and phonological knowledgephonetic knowledge is the good foundation for understanding listening comprehension. lacking of such knowledge leads to various problems, which can be categorized as follows:firstl

38、y, the listeners pronunciation may be incorrect. he stores in his memory the wrong information of a word, so he is unable to know the meaning of a word when it is uttered by others. stress also plays an important role in listening comprehension. for example, one understands “resign”, however, he is

39、puzzled at “resignation” because of the change of stress. then we should take into account the different pronunciations between british english and american english, such as “schedule”, “missile”, “kilometer”, etc.secondly, he is not accustomed to liaison, especially foreigners liaison. because of n

40、ot getting used to liaison, learners usually make the following mistakes. firstly, they mistake two words for one, for example, “a part” for “apart”, “a special” for “especial”. sometimes they divide one word into several components, for example, “underground” for “under the gound”. secondly, word c

41、lipping occurs. it means a word appears abridged resulting from weak listening comprehension. for instance, they mistake “set up tent cities” for “set up ten cities” and “freeze the nuclear program” for “to free the nuclear program”, so on and so forth.thirdly, they are unable to analyze affixes. a

42、great amount of english words derive from some words which previously exists plus prefixes or suffixes. without the knowledge of the addition the affixes, learners will encounter many new words which they think are hard to master. as a result, these so-called new words affect the listening comprehen

43、sion. for example, “marine” means “relating to sea”, “way” means “road”, but suppose that a student does not know the meaning of “sub-”, then he seems not to understand the word “submarine”, which means “under the surface of the sea, or naval vessel that can operate under water as well as on the sur

44、face” and “subway”, which means “underground railway or underground pedestrian tunnel”. ii. vocabulary bottleneck it seems unnecessary and meaningless to stress the importance of vocabulary in listening comprehension, because it is so evident that even a pupil knows what predicament he will face in

45、communication if lacking of sufficient vocabulary. however, some students complain that they can still not grasp the meaning of the listening though they have memorized thousands of words.as far as vocabulary is concerned, the following aspects should call our attention when handling listening compr

46、ehension.firstly, homonymy and polysemy cause difficulties in not only understanding written articles but also comprehending listening materials. homonymy refers to the phenomenon that words having different meanings have the same form, i. e., different words are identical in sound or spelling, or i

47、n both. when two words are identical in sound, they are homophones. when two words are identical in spelling, they are homographs. polysemy means that one word has more than one meaning. this kind of phenomenon increases the difficulty of listening comprehension. take homonymy for example, “find” an

48、d “fined”, “cent” and “sent” and “compliment” and “complement” are all homonyms. obviously if we can not find the exact meaning of the word in the context, it would be misleading.secondly, collocations in listening comprehension such as “make do with”, “has been” will pose some challenges.thirdly, a

49、 great number of new words emerge, such as “netizen”, “e-bay”.fourthly, there are a huge number of complicated proper nouns, for example, “undp”.ii. psychological elementsso far, we have known that phonetic and phonological factors have effects on how the learners improve their ability of listening

50、comprehension. we will now examine a number of psychological dimensions: attitude, motivation and personality.i. attitudethe result of listening comprehension are often subject to personal factors, which are changeable and thus hard to identify. suppose that a student has just been criticized by his

51、 teacher for his improper behaviors in class, it is understandable that his feeling goes up and down to some extent. his spirit must be very low. when it comes to listening, which requires concentration of his mind, the result can be disappointing. therefore, attitude towards the teacher or the list

52、ening materials can affect the outcome of the listening comprehension. according to krashen, attitude can be categorized into two groups, “positive and negtive” (1981: 89). the positive attitude can encourage listeners to acquire more input and ignore distractive factors.ii. motivationmotivation, de

53、fined as the learners affective state or learning drive, has a strong impact on his efforts in learning a second language.the most extensive research into the role of motivation has been conducted by gardener and lambert. they drew a basic distinction between “an instrumental motivation, an integrat

54、ive motivation and an intrinsic motivation” (1972: 60). the first occurs when people learn a forgein language for external goals such as passing exams, financial rewards or furthering a career， etc. the second occurs when people learn a foreign language because of the wish to identify with the targe

55、t culture. the third occurs when people learn the second language for enjoyment or pleasure from learning.compared with other motivations, the intrinsic motivation can help us learn a second language better. it is our own interest towards a second language that can make us learn it well. it is the s

56、ame with listening comprehension. therefore, wed better cultivate interest towards listening comprehension instead of doing a listening task unwillingly.iii. personalityin general psychology, personality has been explored in terms of a number of personal traits. cattell, for instance, attempts to measure personality by using a series of dichotomi