英语测试学学年论文

PAGEPAGE3学号：学号：20115061420学年论文学院外国语学院专业英语年级2011级姓名汪亚男论文题目Englishlisteningtestofcommonpsychologicalobstaclesandcountermeasures指导教师LiXiaojing职称Instructor成绩2014ContentsTOC\o"1-2"\h\uAbstract 3KeyWords 3摘要 3关键词 31.Introduction 42.Psychologicalobstaclesurvey 53.Analysisofthecausesofpsychologicalobstacles 53.1Temporaryamnesia 63.2Bedistracted 63.3Tension 74.Eliminatethepsychologicalbarriers 84.1"Syntax"consciousness 94.2"Schema"consciousness 94.3"Discourse"knowedge 104.4"Pragmatic"principle 105.Conclusion 11Bibliography 12EnglishlisteningtestofcommonpsychologicalobstaclesandcountermeasuresName:WangYananNo.:20115061420EnglishMajorSchoolofForeignLanguagesSupervisor:LiXiaojingTitle:InstructorAbstract:thefactorsinfluencinglisteningcomprehensioncanbedividedintofourcategories:linguisticfactors,thecontentfactorsoflistening,listeningmaterialfactorsandpsychologicalobstaclefactors.ThispaperattemptstoclearthecommonpsychologicalobstaclesofcollegestudentsinEnglishlisteningtestprocess,thencarryoutanalysisofthecausesofcognitiveviewonthesepsychologicalbarriers,andtherelevantsyntactic,discourseschemata,pragmatic,andmemoryintheprocessoflisteningcomprehensionintheutilitymethodisputforwardtoovercomethesepsychologicaldisorder.KeyWords:mentaldisorders;memory;syntax;discourse;pragmaticschema;摘要：影响听力理解的因素大致分为四类：语言知识因素，听力内容因素，听力材料因素以及心理障碍因素。文章试图明确大学生在英语听力测试过程中常见的心理障碍，然后就这些心理障碍开展认知心理纬度的成因分析，并就有关句法、语篇、图式、语用及记忆在听力理解过程中的效用提出克服这些心理障碍的方法。关键词：心理障碍；记忆；句法；语篇；图式；语用EnglishlisteningtestofcommonpsychologicalobstaclesandCountermeasures1.IntroductionTheuniversityEnglishfour,sixlevelofteststartwillcontinuetousenewquestionsfrom2006toJanuary,whichheardthequestion"improvetheproportionoffrom20%to35%".InCET4andCET6,theexaminee'slisteningperformancecomparedwithotherpartsofthescoreisgenerallylow,withariseintheproportionofthehearing,itwillincreasethestudent'spsychologicalpressure.Listeningcomprehensionisoneofthemostcommonformoflanguageunderstanding.Accordingtotheuseofdifferentlanguages,listeningcomprehension,listeningcomprehensionandlanguagecanbedividedintothemothertongue;accordingtothemeansofcommunicationisdifferent,canbedividedintointeractivelisteningcomprehensionandlisteningcomprehension.Theforeignresearchofspeechcomprehensiontheorymostlyinteractivenativelanguageasthebackground,andthescholarsofourcountrybecauseofobjectivereasonmainlyisthestudyofcommunicationtypeofforeignlanguagelisteningcomprehensionprocess.Manyofthemstudydiscussesvariousfactorsinfluencinglisteningcomprehension,generallyspeaking,thesefactorsaffectinglisteningcomprehensioncanbedividedintofourcategories:linguisticfactors,thecontentfactorsoflistening,listeningmaterialfactorsandpsychologicalobstaclefactors.CommonmentaldisordersofthepapertriestoclearthestudentsdemonstratedinEnglishlisteningtestprocess,andthencarryouttheanalysisofthecausesofcognitiveviewonthesepsychologicalbarriers,andtherelevantsyntactic,discourseandpragmaticschema,andmemoryinthemethodintheprocessoflisteningcomprehensioneffectivelyovercomethesepsychologicalobstaclesusingtheproposed.2.PsychologicalobstaclesurveyUnderstandingthepsychologicalbarriersinEnglishlisteningtestandfindingsolutionstotheseproblemswillimproveflisteningcomprehensionofmentalstate,improvethestudents'abilityoftaking.I'minafinalexaminEnglishlisteningclass,conductedastudyaimedatunderstandingthestudents'psychologicalbarriersinEnglishlisteningtestinvestigation.Asurveycarriedoutintwosteps,thefirststep,theauthortakeshisteachingtwoclassesof60studentsasthesubjects,letthemalonetothinkandwritedowntheeffectofthetestscorestoplaypsychologicalbarrier,inthepasttheEnglishlisteningtestresultsshowthat:intheprocessofinthesebystudentstoenumeratepsychologicalbarrierstherearethreetypesofhigh,aretemporaryamnesia,distractedandpsychologicaltension.Commontofurthertestthesepsychologicalbarriersinlisteningabilityofthestudentsintheprocessoftest,theauthorcarriedoutthesecondstepistosurvey,surveyedthethreementaldisorderstudentslistedasthetestcontent,letthesesamesubjectsgavethemafivepointscaleevaluation.Theresultsshowedthat:52peoplehaveforgottenphenomenonindifferentdegreeinthetest,42peoplehavetobedistractedtosomeextent,56peoplehavethepsychologicaltensioninsomeextent,ithaseffectivelydemonstratedtheresults.3.AnalysisofthecausesofpsychologicalobstaclesCognitivepsychologyandpsycholinguisticstoexplain"alotoftheoreticalmodeloflanguageperception",buttheyareinessencearedividedintotwocategories.Aclassofthelisteningprocessasaprocessof"frombottomtotop",doesnottakeintoaccounttheword"effect"and"highlevel"cognitivefunction,anotherkindofthoughtintheprocessofspeechperceptioninawidevarietyofinformationsources(includingthebottom-upandtop-downinformation)combinedaction,constituteatheinteractiveprocess(GUI,DongYanping:2000).Inrecentyearsthepsychologyexperimentssupporttheseinteractivetheory,theycanbeusedtoexplainthepsychologicalobstaclesofstudentsdemonstratedininEnglishlisteningtest.3.1TemporaryamnesiaTheso-calledtemporaryamnesia,istheexamineeinEnglishlisteningtest,facethetestquestionsaboutthelisteningcontentextractionandtemporarypsychologicalphenomenonoffailure,itiscalledtemporaryamnesia,duetosomeoftheinformationinthewakeoftheintentionalorunintentionalextractioncanobtainsuccess.Englishlisteningcomprehensionpsychologicalprocesstosay,withtheinformationprocessingmodelofGagnecanvividlyexplained.Fromthismodelitcanbeseen,theenvironmentisbroadcastspeechandwrittenmaterials,thereceiverthattheearsandeyes,theeffectorisusedtoanswerourhand,othersectorsareourbrainfunction.Althoughlisteningandreadingareregardedasreceptiveskills,listeningcomprehensionisfarmoredifficultthanreadingcomprehension,thereasonisthatthelistenercouldnotrepeattestinghasreceivedinformation.Nodoubt,Godwillleadtopartialorevendistractedawayalotofinformationleakagelistening,memoryisveryimportant.Extractionoffailurereasons,onemaybeduetodistractionordistractiondidn'tlistentotheinformationtobeextracted,i.e.no"sensoryregister";anotherpossibilityisthattheamountofinformationrelativetothelistener'slisteningabilitytoaccepttoolarge,ashortperiodoftimetowaitsomeinformationprocessinginthebrain,leavingnotrace,cannotextract;anotherpossibilityisthattheamountofinformation,listeningtotoolarge,evenafterprocessingbutwasinformationinterferewithsubsequentoff,intolongmemorybuttemporarilyunabletotake.Inthisway,informationextractiondoesnotcomeout,theformationoftheso-called"temporarilyforget".,3.2BedistractedEnglishlisteningtestisnotthelisteningcomprehension,infactalsoinspectedthefastreadingcomprehension,andtheircoordinationdegree.Thisisbecause,inthereadingtestisalternativeanswersandlistentothedialogueoressayscontent,thatistosayinresponsetoaquestionaboutthelisteningmaterialproblemsbeforetheexamineeshouldbenotonlyaftermaterial,butistoreadthecompleteanswer.Explainthepsychologicalphenomenawiththeconceptof"workingmemory"wouldbebetter.BaddeIeyandHitchproposedtheconceptofshort-termstorageshouldbereplacedbyworkingmemory.Theworkingmemorysystemincludesthefollowingthreeparts:(1)anotbysensorytracteffectsaresimilartotheattentionofcentraIexecutive.(2)atokeeptheinformationinvoiceformofphonoIogicaIIoop.(3)aspecialvisualand/orspatialcodevisuaI-spatiaIscratched.Thekeycomponentsofworkingmemoryisthecentralexecutivesystem.Itisoflimitedcapacitybutcanparticipateinanycognitiveactivity.Thephonologicalloopandthevisuospatialimageprocessorbelongstothecentralexecutivesystemandforthespecificpurposeofservice.Voicestorageringofwordorderofpresentation,andvisualimageprocessorisusedforstoringandprocessingofvisualandspatialinformation.Everycomponentsofworkingmemoryareenergylimited,independentofanyothercomponentandwork.Accordingtothistheory,workingmemoryisusedtounderstandtheprocessofinformationstorageandprocessing.Storageandprocessingofhumanenergyisveryhigh,andtheworkingmemorycapacityisextremelylimited.Solanguageprocessingduringthestoragerequirementsneedtobekeptatacertainlevel.Suchlooking,listeningtestisactuallyonthephonologicalloopandthevisuospatialimageprocessorcollaborativeprocessinglanguageinformationcentralexecutivesystem.Therefore,anysystemproblemsinworkingmemory,namelythepersonofavisualorauditoryinformationprocessingprocesswithitsownlimitedprocessingcapacitybetweenthecontradictions,humanpsychologicalactivityispronetodistractiondistractionforthephenomenon,sometimesmanifesteddistractiondistractionphenomenonhasnothingtodowiththethemeofinformationtoattracttheattentionoftheparties,causethethemeactivitiescannotsmoothly,butrareinthelisteningtest.3.3TensionEmotionalpsychologistsLazarus,thought,emotionistheindividualtothebeneficialandharmfulresponsetoperceivedenvironmentalevents,isaproductoftheinteractionbetweenmanandenvironment.ThetensionappearedinEnglishtestisformedduetolistentothecorpuscannotallunderstandandworrytoomuchontheresults.Emotionswillinturnimpactcognitiveactivities,thetensionisoftento"promotetheperceptualprocessingofthreatstimuli",inhibitionofprocessingonitssignificance.SpecifictotheEnglishlisteningcomprehension,thatcausesthemeaningoflanguagematerialsprocessingincomplete,directlyreducetheleveloflisteningcomprehension.Four,toovercomethepsychologicalbarrierstrategytemporaryamnesia,distractedandtension,thisthreekindsofpsychologicalbarriersdoseriouslyrestrictsthestudentsunderstandtheprocessingofhearinginformation,especiallyinlisteningtests,itsrolewillbeexpanded.Analysisofthecausesoftheabove,ishelpfulforustofindasolution.Inrecentyears,theresearchfocusofEnglishlisteningteachinghasbeentransferredtothepsychologicalprocessandpsychologicalmechanismoflearningthesubjectup.TomakeatheoreticalandEmpiricalStudyonmanydomesticscholarsinthisfield.ChenJitanghasthreetimesthememoryandlisteningcomprehensionrelationshiparediscussed.RenXiaotao,XuJiajinontheapplicationofdiscoursetheoryintheteachingofEnglishlisteningisstudied;ChenBingontheschematheoryanduniversityEnglishlisteningcomprehensionisstudied;ZhengHouyao,LiZuminglisteningcomprehensionandshort-termmemorydevelopmentarediscussed;HuJueminglaunchedtheresearchintentioneffectinferenceinlisteningcomprehension;XuFangfurthershort-termrelationshipmemoryofthesameforeignlanguagelisteningcomprehensionofthetheoreticalandempiricalresearch,theapplicationofWangXiuzhen,WanFangalso"attention"ofthelawinEnglishlisteninginclasscarriedoutaquestionnaireinvestigation,etc..Inaddition,LuZhongyiworkingrelationshipbetweenmemoryandtextreadingcomprehensionarediscussed,GUIdevelopmentdescribedtherelationshipbetweenpragmaticandmemory.Allthesestudiesseparatelyfromthetheoreticalorpracticalaspectsprovedthatvariousfactorsplaypartiesachievementinfluencelisteningcomprehensionorinlisteningcomprehension.4.EliminatethepsychologicalbarriersAftercarefulstudyofdomesticandforeignscholarsresearchresults,expert,trytomemorytheorywithsyntax,schema,discourseandpragmaticknowledgetoeliminatethepsychologicalbarriersofstudents'listeningprocess.4.1"Syntax"consciousnessPsychologyhasconfirmedthatthe"block"canincreasethecapacityofshort-termmemory,reducethecognitiveburdeninshort-termmemory.Blockisthefirststeptobuildtherelationshipbetweenthedifferentprojects,thislinkwillfacilitatetheinformationinlong-termmemoryrecall,canreducerepeatedlearningininformationtime.SpecifictotheEnglishlisteningtest,students'knowledgeofEnglishsyntaxanditsroleisequivalenttopsychologyexplainedabove"groupfast",itputthelooseEnglishvocabularyorganicintegration,expressionofameaningfulproposition,greatlyreducedtheburdenofhumanmemory.Syntaxhasthefunctionoffamiliarityeffectandspreadingactivationofshort-termmemory,canmaketheinformationandthelongnewlisteningexperienceknowledgeintegrationmemory,makeshort-termmemorymaintainedgoodbasedontheseeffects,extendedtofacilitateinformationconnectionandmemory.4.2"Schema"consciousness"Schema"istheconceptofafamilyofstructured,itusuallyrelatestouniversalknowledgebutalsocanbeusedtocharacterizetheevent,thesequenceofevents,perception,situation,andtherelationshipbetweenthetarget.Itcanbesaidthattheschemaisaboutthewaysofconstructingpeoplerelationshipofallkindsofcomplexevents,ispartoftheknowledgeorganizationoflong-termmemory.Schematheoryisgenerallydividedintotwoaspects:oneistheschemamaster,twoistheschemaactivation.OurcountryscholarHuangZidongexplainstheeffectsoftopicfamiliarityeffectonlisteningcomprehensionschemaknowledge.Knowledgeandexperienceofnewinformationshouldbewithpeoplelearnedpreviouslylinked,inordertogettheaccurateandquickunderstandingandprocessing.Makefulluseofthememoryoftheschemaknowledge,improvetheinformationfromlong-termmemorytotheshorttermmemoryconversionprocessingefficiency,isaveryimportantwaytoimprovelisteningcomprehensionability.4.3"Discourse"knowledgeM.A.Haiiidayinfunctionalgrammar"textualfunction",referstopeopleintheuseoflanguageandhowtoorganizeinformation,andshowstherelationbetweenapieceofinformationandotherinformation,andshowstherelationshipbetweeninformationtransmissionandthespeakerthecommunicativesituation.Thetextualfunctionisdividedintothreesubsystems:oneisthethemerhemesystem,oneistheknowninformation-newknowledgesystem,andcohesionsystem.Discourseinthesameorsimilarisitsrelativelyfixeddiscoursestructureorthewholediscoursestructure,thestructureiscomposedofatextistheactualsituationandtherelatedcontextuaivariabies.Englishlisteningcomprehension,iftheuseoflisteningdiscoursestructurematerial,canbeeffectiveinlisteningtothereasoningprocess,promotingtheintegrationofoldandnewinformation,effectiveuseofredundantinformationindiscourseunderstanding,deepenthedepthofdiscourse.Specifically,playanimportantroleinthetreatmentoftitleortopicindiscourse,redundantcueutilizationofcontextualfactorsisprovidedtoreducetheinformationfuzziness,aswellasthe"prelisteningpreparation"getsthecontextandmotivation,canimprovelisteningmaterialsforattention,reducetheburdenintheprocessoflisteningtotheshort-termmemory.4.4"Pragmatic"principleSpecificdiscoursepragmaticsresearchinaparticularsituation,especiallytheresearchonhowtounderstandanduselanguagewhatnaturallanguageindifferentlanguagecommunicativeenvironment.Inordertoexplainthehearerunderstandhowdiscourseintentions,Griceputforwardthecooperationprincipleofcommunication"".Hebelievedthattounderstandthespeakerinthediscoursecues,decodingdonotrelyonlanguage,butpragmaticinference.Pragmaticinferenceisbasedonthecontextualassumptions,relyonpeopletofolloweachotherincommunicationsuchastrue,full,cleartheso-calledAssociation,cooperativeprincipleof.Later,SperberandWiisonproposedthe"RelevanceTheory"onthebasisofthetheoryofconversationalimplicatureofGrice,thinksthatpeopleincommunicationdoesnothavetofollowthecooperativeprinciple,buttothe"association"astheorientation.Forthesamewordcanhavemanydifferentinterpretations,thepeopleinthecommunicationinonlyoneinterpret