笔记在英语听力理解中的作用（英文）

1、the function of note-taking in listening comprehensionabstractlistening, speaking，reading and writing are the four important parts of languagelearning，among whichlistening is consideredas the largest part in english communication.for a long time，listening teaching has always been an indispensable pa

2、rt of englishteaching. the process of listening teaching aims to enable students to understand thespeakers intention accurately and master an effective language communicative abilityrather than only a single word or a sentence.in routine englishlistening teaching classes，teachers seldom taught the s

3、tudents howto listen to the material，but more often just “poured” a huge number of listening materialsto students. in the long run, students would find such teaching model boring and finally losethe interest in listening. for the above mentioned reason, listening in english teaching hasbeen the “bot

4、tleneck” in china for many years. there hasnt been an effective way or modelto improve students listening comprehension proficiency yet. for most of the students，listening is always a weak link in their english study. note-taking is an important learningstrategy.in view of the problems that exist in

5、 students5english listening comprehension andthe characteristics of listening comprehension，this thesis will analysis the function of thenote-taking and provide the effective teaching method for teachers. the study has positiveimplications not only in listening teaching but also in the whole english

6、 teaching process.key words: note-taking; listening comprehension; teaching implication摘要听、说、读、写是英语语言学习的四个重要组成部分，其屮听是语言交流的 重要手段，是语言输入的两个途径之一。长期以来，听力教学一直是英语教学中 不可或缺的一部分。听力教学的目的是要让学生准确理解说话者的意图并掌握有 效的语言交际能力，而不是只要求学生能听懂一个单词或一个句子即可。以往的英语听力教学中，教师很少去教学生如何去听，而更多的只是将大量 的视听材料“灌”给学生。长此以往，固定单一的模式不但不能解决学生听力上 的问题

7、，反而使学生对听力教学失去了兴趣。因此，多年以来，大学英语听力教 学都是我国英语教学的“瓶颈”，听力教学一直没有找到一个有效提高学生听力 水平的教学模式或方法途径。对大部分学生而言，听力始终是个薄弱环节。针对目前学生在英语听力和听力理解特点方式的问题，本文将分析笔记在 听力理解屮的作用并为教师提供相关的教学方法。本研宄不仅为教师提供积极的 教学方法，也为整个教育界提供一个良好的教学启示。关键词：笔记；听力理解；教学启示contentsabstract.2擬. 3contents.4introduction.6background of thesis.6teaching current situ

8、ation in china.7literature review.8memory and listening comprehension.8note-taking.81.%2 definition of note-taking.82.%2 function of note-taking.93.2 note-taking as a strategy for listening comprehension.103.2 advantage of note-taking.错误!未定义书签。the specific ways of note-taking in listening comprehens

9、ion.错误!未定义书签。note selectively.错误!未定义书签。using identifiable notations.错误!未定义书签。a peaceful mind in listening comprehension.错误!未定义书签。grasping the key words.错误!未定义书签。instant repetition or shadowing.错误!未定义书签。understanding the related knowledge. 错误!未定义书签。function of note-taking in listening comprehension.错

10、误!未定义书签。note-taking improve learners listening comprehension.错误!未定义书签。choosing effective materials.错误!未定义书签。helping improve scores.错误!未定义书签。attracting students attention.错误!未定义书签。providing good teaching way for teachers.错误!未定义书签。v conclusion.错误!未定义书签。major finding.错误!未定义书签。pedagogical implications.错

11、误!未定义书签。limitations and suggestions.错误!未定义书签。references.错误!未定义书签。i introductionlistening, speaking，reading and writing are the four important parts in languagelearning. research shows that adults spent 40% to 50% of communication time forlistening，25% to 30% speaking，11% to 16% reading，and about 9%

12、writing. listeningis the largest part in english communication. therefore, the importance of listening can bereflected from the statistics and the teaching of listening in colleges or universities，and itshould be regarded as the key task.1.1 background of thesispsycholinguists believe that listening

13、 comprehension is a course of informationprocessing that purposefully perceives，analyzes and applies the newly heard informationusing the original information stored in the brain. listening teaching process aims to enablestudents to understand the speakers intention accurately and master effective l

14、anguagecommunicative ability rather than only require the students to understand a single word or asentence. in routine english listening teaching classes，teachers seldom teach the studentshowto listen to the material，but more often just “pour” a hugenumber of listening materialsto students，believin

15、g that they would get the listening skills naturally after finishing thesetasks. most teachers always follow this kind of teaching process: first giving students thelistening materials and asking them to do exercises，then giving students the right answersand comments，and at last asking them to do th

16、e exercises again. in the long run，studentswould find this teaching model boring and it wont solve their confusion in the listening,and therefore they will lose the interest in this monotonous teaching model. for the abovementioned reason，listening in english teaching has been the “bottleneck” in ch

17、ina formany years. there hasnt been an effective way or model to improve students listeningcomprehension proficiency yet. for most of the students，listening is always a weak link intheir english study.1.2 teaching current situation in chinain english test of china，listening comprehension often takes

18、 the form of a listeningpassage followed by a set of questions. in the routine listening classes，teachers alwaysadopt this kind of teaching process: giving students the listening material and asking them todo exercises giving students the right answers and comments asking students to do theexercises

19、 again. it does not mean that such kind of lessons is of no value. but in the longview，studentswould findsuchteaching model boringand can notsolve their real confusionin listening，thus finally lose their interest in listening. what is suggested here is that thisroutine approach is not the most effic

20、ient way to develop listening comprehension forstudents.ii literature review2.1 memory and listening comprehensionlistening comprehension is a psychological process that humans synthetic abilitiesare involved in. it is closely related with memory because vast quantities of information areprocessed i

21、n listening comprehension procedure. chen jitang (2002) points out thatmemory are the precondition of comprehension in the process of receiving voiceinformation. atkinson r.c and shiffrin r.m in 1968 propose the multi-stored model ofmemory，which describes memory in terms of information flowing throu

22、gh such a system:information is perceived by the sense organs and enters the sensory memory; if the originalinformation is attended and processed within one minute, it will enter the short-termmemory; information from the short term memory is transferred to the long-term memoryonly if that informati

23、on is fully rehearsed. if rehearsal does not occur，then information willbeforgotten，lostfromshort-term memorythroughtheprocessesofdisplacement ordecay.listening comprehension is largely dependent on the capacity of short-term memory,for the reason that short-term memory is the work cell of informati

24、on processing, andwhether the information can be transferred from short-term memory to long-term memoryis determined by the intensity and frequency that information is processed in the stage ofshort-term memory.2.2 note-taking 2.2.1 definition of note-takingnote-taking，by definition，can be described

25、as a processin which instructional stimuliare converted and recoded in mental units that allow the stimuli to be more easily recalledthan if the learner did not participate in note-taking (alan，2001，cited from weener，1976).suritsky & hughes (1991) propose that note-taking involves four broad ski

26、lls: listening,cognitive processing, recording lecture content in written form, and reviewing notedinformation (alan，2001). note-taking gives the learner the opportunity to reorganize，further develop，and incorporate personal interpretations of new material into onescognitive structure. the process o

27、f taking notes allows students to become actively engagedin learning.note-taking is a central aspect of a complex human behavior related to informationmanagement involving a range of underlying mental processes and their interactions withother cognitive functions (piolat，olive & kellogg，2005). t

28、he person taking notes mustacquire and filter the incoming sources，organize and restructure existing knowledgestructures, comprehend and write down their interpretation of the information, andultimately store and integrate the freshly processed material. the result is a knowledgerepresentation, and

29、memory storage (tamas，jonathan, itiel，2009).taking notes during lectures provides two basic purposes: it helps student understandthe main points of a lecture and preserve lecture information，in the form of notes, for laterstudy.researchers(di vesta & gray1972; aiken,thomas, & shennum，1975;br

30、etzing &kulhavy 1979; kiewra，1984) have long demonstrated that taking notes during lectures isadvantageous for increasing comprehension and improving later recall of information.2.2.2 function of note-takingbeginning with di vesta and gray (1972), researchers have distinguished twofunctions of n

31、ote-taking: encoding function and external storage function. the encodingfunction proposes that the process of recording notes facilitates information processing. it ismeasured by comparing the performance of students who listen to a lecture and take noteswith the performance of those who listen but

32、 are not allowed to take notes. the externalstorage function suggests that the review of notes stored in a written form facilitatesperformance. it is measured by comparing the performance of students who take and reviewtheir notes with the performance of those who take notes but are forbidden to rev

33、iew.kiewra & dubois (1991) further point out that what traditionally has been called externalstorage is the really the combination of encoding and external storage because students areboth taking and reviewing notes. done by absenting students from the lecture and thenproviding them with “borrow” notes from fellow students to review，the reclassification ofnote-taking func