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提高大学生英语听力OntheDevelopmentofListeningSkillsinCollegeEnglishAbstractThispapergivesdetailedanalysisofthenatureandprocessoflisteningcomprehensionandthefactorsthataffectit.Onthebasisoftheanalysis,thepapermakessomesuggestionsonhowtoimprovetheteachingandlearningoflisteningcomprehension.Listeningabilityisanindispensablepartinlanguageacquisition,itisnotonlythefoundationoftheabilityofspeaking,readingandwriting,butalsohasbecomeaneffectivemeansoflanguageacquisition.Inparticular,itisfrequentlyusedininternationalcommunication.Withthefastdevelopmentofmodernscienceandtechnology,developinglanguageskillsismuchmoreurgentthanwethink.Theultimategoalofforeignlanguageteachingistocultivatestudents’communicativecompetenceinwhichlisteningskillsplayakeyrole.Severalsuggestionstoimprovingteachingmustbelisted:Payattentiontothestagesoflisteningteaching.Giveemphasisondevelopingmicro-skillsoflistening.Attachimportancetodevelopingstudents’listeningstrategies.Teachlisteningwithotherlanguageskills.Makegooduseofmodernaudio-visualmediaandotherlearningfacilities.Keywords:listeningcomprehension,ability,languageskills,teaching 提高大学生英语听力摘要论文详细分析了听力理解的性质、过程以及影响听力理解的因素，在分析的基础上提出了如何提高听力理解教学的建议。语言学习离不开听力，它不仅是说、读、写等能力发展的基础，而且是一种有效的语言学习方法，尤其是在国际交往日趋密切，科学技术突飞猛进的今天，发展语言能力已变得比我们想象中还要更加迫切。外语教学的最终目的是培养学生的交际的能力，其中听力起到至关重要的作用。因此，提高英语听力的几条建议是必备的：专心于听力教学阶段，注重细微的听力技巧发展，注重发展学生的听力策略，用其他语言技巧来教听力，充分利用多媒体和其他设施。关键词：听力理解，能力，语言技能，教学 目录AbstractI摘要IChapter1Introduction11.1TheStudyonEnglishListeningTeaching11.2ThePurposeofPaper21.3TheStudyMethodsofThisPaper2Chapter2LiteratureReview32.1OverseasReview32.2DomesticReview4Chapter3TheNatureandTheProcessofListeningComprehension6Chapter4FactorsThatAffectListeningComprehension84.1TheLimitationofVocabulary84.2TheSpeedofReaction84.3ThePronunciationofCollegeStudents84.4Listener’sInterest94.5TheSpeaker94.6TheKnowledgeofCulturalBackground94.7PsychologicalFactorofCollegeStudents94.8OtherObstacles10Chapter5SuggestionstoImproveTeaching115.1PayAttentiontotheStagesofListeningTeaching125.1.1EngagetheLearnersinaPre-listeningActivity135.1.2DuringtheListeningActivities135.1.3EngageinaPost-listeningActivity.135.2GiveEmphasistoDevelopMicro-skillsofListening145.3AttachImportancetoDevelopingStudents’ListeningStrategies155.3.1IntriguetheStudents’Interesting155.3.2PayAttentiontotheSocialCulturalKnowledge155.3.3ImprovetheVocabularyandPronounceCorrectly155.3.4BuildConfidenceWhenListeningEnglish165.3.5TraintheStudents’ListeningSkill165.4TeachListeningwithOtherLanguageSkills.175.4.1RemovetheEffectofVoicetoListening175.4.2RemovetheEffectofGrammartoListening175.5MakeGooduseofModernMulti-mediaandOtherLearningFacilities.185.5.1UseMulti-mediaTechnologytoSimulateofRealListeningEnvironment185.5.2UseMulti-mediatoStimulateStudents'Interest,ReduceStudentsAnxiety185.5.3UseMulti-mediatoPromotetheInteractioninListeningClass19Chapter6TheProspectsofEnglishListeningStudy20Chapter7Conclusion21Acknowledgements22References23 Chapter1Introduction1.1TheStudyonEnglishListeningTeachingListeninginvolveshearingthespeaker’swords,understandingthemessageanditsimportancetothespeaker,andcommunicatingthatunderstandingtothespeaker.Theapparentproblemis,ofallthecommunicationskills,listeningistheearliestlearnedandthemostfrequentlyused,yetitseemstobetheleastmastered.Thestatusoflisteningteaching:traditionallisteningteachinginEnglishisthatteachersfirstlymakestudentslistentothelisteningmaterialsandthenstudentswilltakeexercise.McDonoughoncepointedthatthismethodisawayoftesting,nottheteachingmethod.Throughthiseducationform,studentswouldalwaysbepassiveinaction;thelimitedlisteninglevelwouldstillbethebiggestobstacleintheirprocessofcommunication.WiththefurtherdevelopmentandreformofEnglisheducationincollege,listeningteachingisbecomingincreasinglyimportantandpopular.During1980s,someexpertsbegantostudylisteningstrategies.During1990sresearchersmadeadjustmenttotheconnectionbetweenlisteningstrategiesandlisteninglevelandfinallymadeaconclusionthatlisteningstrategyisofgreateffectiveness.During21stcenturylisteningstrategyhasenteredanewage;manyresearchershaveputthisstrategyintopractice.Intheend,itisprovedtobenecessaryforstudents.Moreover,studentsatdifferentlisteninglevelsshouldlearntograsplisteningstrategiesthatcanappropriatelymeettheirneedsandcultivatetheirautonomouslearning,whichemphasizesstudents’activenessandindividualtraits.Sinceitisdifferentfromtraditionalteachingmethod,itisnotsmoothinimplementingthedetailedproceduresandtheresultsarenotpromising.Atthesametime,during1980smodernaudio-visualmediabegantospringup,whichfacilitateslisteningteachingtosomedegree.Whiletherealsoexistaresomeproblems,stubbornteachersfindithardtoacceptthisequipment,becauseithindersthedirectemotionalcommunicationbetweenteachersandstudents.Ontheotherhand,ifschoolslavish muchmorerelianceonmultimediaandevenabusethisequipment,theywon’tuseitproperlyanditwillbehardtorealize“students-centeredclass”teachingdoctrine.Soexpertssuggestthatschoolsshouldcombinethemultimediateachingandtraditionalteachingtogether.1.2ThePurposeofPaperListeningisnotonlythebasicofspeaking,readingandwriting,butalsoisaveryeffectivestudyingtoolsandameansofacquiringknowledge.Especiallyintoday,thecommunicationismorefrequentandthedevelopmentofscienceisrapid,thedevelopmentoflisteningskillsismoreneedthaneverbefore.Inthispaper,Iintendtoexplorethefactorswhichaffectthecollegestudents’listening,removetheseobstacleswhichhinderthecollegestudents’listening,intheend,Iwanttoexplorehowtoimprovethecollegestudents’Englishlistening1.3TheStudyMethodsofThisPaperInthispaper,Ichoosethesefollowingwaystostudyonhowtoimprovecollegestudents’listening.Thefirstwayisinvestigation.Duringtheprocessofinvestigation,IgetsomeexperiencefromthecollegeEnglishteachersandcollegestudents.Thesecondwayisreadingarticleswrittenbyscholars.Throughwhich,Ilearnsomeknowledgeabouthowtoimprovecollegestudents’Englishlistening. Chapter2LiteratureReview2.1OverseasReviewFischerandFarris(TheinstructionalbasisofLibra,1995)regardlisteningcomprehensionasaprocessbywhichstudentsactivelyformamentalrepresentationofanauraltextaccordingtopriorknowledgeofthetopicandinformation.Coakley&Wolvin(ListeningInstruction,1979)suggestthatlisteningcomprehensioninaL2(secondlanguage)istheprocessofreceiving,focusingattentionon,andassigningmeaningtoauralstimuli.Itincludesalistener,whobringspriorknowledgeofthetopic,linguisticknowledgeandcognitiveprocessestothelisteningtask,theauraltext,andtheinteractionbetweenthetwo.DouglasBrown(1994,TeachingbyPrinciples)defineslisteningcomprehensionasnotonlytheprocessofsendingandreceivingsounds,butalsoastheinteractiveandconsciousprocesstosendandtransmitthemessagetothebrainwhichwillinfluenceintheprocessofcommunication.AccordingtoAndersonandLynch,therearetwoinfluentialviews:traditionalviewandalternativeview.Traditionalviewregardedthelistenerasatape-recorderandthelistenertookinandstoredauralmessagesinmuchthesamewayasatape-recorder.AndersonandLynchcriticizedthisviewasinappropriateandinadequate.Thisnotionisnotatenableone.Alternativeviewconsideredthelistenerasanactivemodelbuilder.Thiskindoflistenercouldcombinethenewinformationwithhispreviousknowledgeandexperiencetoreachfullcomprehensionofwhathadbeenheard.AndersonandLynchagreedwiththisview.Itemphasizedtheactiveinterpretationandintegrationofincominginformationwithpriorknowledgeandexperience.Manyscholarssupportedthisview.O’MalleyandChamot(1989,420,Learningstrategiesinsecondlanguageacquisition)madeaconclusionbydoingaresearchonLCin1989:“Listeningcomprehensionisanactiveandconsciousprocessinwhichthelistenerconstructsmeaningbyusingcuesfromcontextualinformation andexistingknowledge,whilerelyinguponmultiplestrategicresourcestofulfillthetaskrequirement”.2.2DomesticReviewThesatusoflisteningteaching:traditionallisteningteachinginEnglishisthatteachersfirstlymakestudentslistentothelisteningmaterialsandthenstudentswilltakeexercise.McDonoughoncepointedthatthismethodisawayoftesting,nottheteachingmethod.Throughthiseducationform,studentswouldalwaysbepassiveinaction,thelimitedlisteninglevelwouldstillbethebiggestobstacleintheirprocessofcommunication.WiththefurtherdevelopmentandreformofEnglisheducationincollege,listeningteachingisbecomingincreasinglyimportantandpopular.During1980s,someexpertsbegantostudylisteningstrategies.During1990sresearchersmadeadjustmenttotheconnectionbetweenlisteningstrategiesandlisteninglevelandfinallymadeaconclusionthatlisteningstrategyisofgreateffectiveness.During21stcenturylisteningstrategyhasenteredanewage,manyresearchershaveputthisstrategyintopractice.Intheend,itisprovedtobenecessaryforstudents.Moreover,studentsatdifferentlisteninglevelsshouldlearntograsplisteningstrategiesthatcanappropriatelymeettheirneedsandcultivatetheirautonomouslearning,whichemphasizesstudents’activenessandindividualtraits.Sinceitisdifferentfromtraditionalteachingmethod,itisnotsmoothinimplementingthedetailedproceeduresandtheresultsarenotpromising.Atthesametime,during1980smodernaudio-visualmediabegantospringup,whichfacilitateslisteningteachingtosomedegree.Whiletherealsoexistsomeproblems,stubbornteachersfindithardtoacceptthisequipment,becauseithindersthedirectemotionalcommunicationbetweenteachersandstudents.Ontheotherhand,ifschoolslavishmuchmorerelianceonmultimediaandevenabusethisequipment,theywon’tuseitproperlyanditwillbehardtorealize“students-centeredclass”teachingdoctrine.Soexpertssuggestthatschoolsshouldcombinethemultimediateachingandtraditionalteachingtogether.Xufang(1970,ListeningComprehensioninEFLTeaching)thoughtthatthe natureofLC(listeningcomprehension)meansthatthelearnershouldbeencouragedtoconcentrateonanactiveprocessoflisteningformeanings,usingnotonlythelinguisticcluesbuthisnonlinguisticknowledgeaswell.Heshouldalsoknowthatnoteveryclueisequallyimportanttothemessage.Therefore,evenwhenhemissesapieceoflanguage,heneednotworry:thereisagoodchancethatotherclueswillmakehimunderstandthemessage,oratleast,enoughofthemessageforhisownaim.Ofcourse,itmaybethatthemisseditemisonewhichcompletelychangesthewholemessage.Thisdoesn’tconcernthegeneralpointbeingmadehere;sincethelearnerhasmorehopeofrealizinghisownmisunderstandingifheconcentratesonthecommunicationratherthanbeingdistractedbyasenseoffailure. Chapter3TheNatureandTheProcessofListeningComprehensionCoursesinlisteningcomprehensionhaveaprominentplaceinlanguageprogramsaroundtheworldtoday.Ever-growingneedsforfluencyinEnglisharoundtheworldbecauseoftheroleofEnglishastheworld’sinternationallanguagehavegivenprioritytofindmoreeffectivewaystoteachEnglish.Itisthereforetimelytoreviewwhatourcurrentassumptionsandpracticesareconcerningtheteachingofthesecruciallanguageskills.Ourunderstandingofthenatureoflisteningandspeakinghasundergoneconsiderablechangesinrecentyears,andinthispaperIwanttoexploresomeofthosechangesandtheirimplicationsforclassroomteachingandmaterialsdesign.Listeninghasoftenbeencalledapassiveskill,thoughmostteachersoftheabilitydonotagreewiththisassertion.Listeningisneitherpassive,norreceptive.Onthecontraryit’squiteanactiveprocessbecauseitdemandsagreatdealofactiveinvolvementfromthehearer.Wealsoconsiderlisteningasacreativeskill.Inordertoreconstructthemessagethatthespeakerintends,thehearermustactivelycontributetotheprocesswithlinguisticandnonlinguisticsources.Tocomprehendthesoundshehears,thelistenertakesthematerialandfromthatmaterialhecreatesasignificance(whatthehearerunderstandsfromthetext)whichdependsonanumberoffactorssuchas:Thelinguisticinformationthelistenergraspsfromwhatwasemittedbythespeaker.Inordertoavoidmisunderstandingorlackofmotivation,thesocial-culturalinformationthesituationalcontextoftheutteranceandtheintentionofthespeakerthatsurroundsthetextwhichthelistenermusthavesomeideasof.FischerandFarris(TheinstructionalbasisofLibra,1995)regardlisteningcomprehensionasaprocessbywhichstudentsactivelyformamentalrepresentationofanauraltextaccordingtopriorknowledgeofthetopicandinformation. Coakley&Wolvin(ListeningInstruction,1979)suggestthatlisteningcomprehensioninaL2(secondlanguage)istheprocessofreceiving,focusingattentionon,andassigningmeaningtoauralstimuli.Itincludesalistener,whobringspriorknowledgeofthetopic,linguisticknowledgeandcognitiveprocessestothelisteningtask,theauraltext,andtheinteractionbetweenthetwo.DouglasBrown(1994,TeachingbyPrinciples)defineslisteningcomprehensionasnotonlytheprocessofsendingandreceivingsounds,butalsoastheinteractiveandconsciousprocesstosendandtransmitthemessagetothebrainwhichwillinfluenceintheprocessofcommunication.Ibelievethatusingsomeoftheselisteningtechniquesoractivitiesmakestheprocessoflisteningcomprehensioneasierforstudentsandallowsthemtogainindependence,toovercometheirfearsandtocombinewhattheylearnfromalisteningtexttootheractivitiesinthelanguageoralorwritten.TheexperiencefromDouglasBrownandotherscholarswithsuchactivitieshasprovedtobequiteeffectiveandourresultshaveincreasedalot. Chapter4FactorsThatAffectListeningComprehensionAccordingtomylearningexperiences,factorsthataffectlisteningcomprehensioncanbeclarifiedasthefollowingpoints:4.1TheLimitationofVocabularyThelackofvocabularyisnottheobstacleofreadingcomprehension,butalsoistheobstacleoflisteningcomprehension.Studentswhopossesslargevocabularywilleasilygraspthemeaningofsentencesorthewholepassage,whilestudentswhoarepoorinaccumulatingvocabularyandusefulexpressionprobablycan’tunderstandtheauthenticmaterialsevensomesimplecatchyphrases.Duringthelisteningprocess,ifyoumeettheunknownwords,itwouldaffectyourcomprehensiontosomesentenceoreventhewholepassage.4.2TheSpeedofReactionManystudentsareslowinreactionwhentheythinkaboutthings,answerquestions，listentoauthenticmaterialsandsoon.Becauseofthetimelimitintheexam,studentswhohaveslowreactionwon’tgetthegeneralmeaningoflisteningmaterialsincludingteachers’spokenlanguageandauthenticmaterials.Sothisshortcomingwillhindertheirprogressinlistening.4.3ThePronunciationofCollegeStudentsThecorrectpronunciationisthebasicoflanguagecommunication.Manycollegestudentscan’tpronouncecorrectlyduetotheyarenotawareofpracticeofpronunciationandhaveheavydialect.Whentheymeetsomewordspronouncedcorrectly,theywillnotknowthewordsthespeakerspeakwhetheritrightorwrong,soitleavesdifficultiestounderstandthelisteningmaterials.Astheresult,thepronunciationcaninfluencecollegestudents’listeningresults. 4.4Listener’sInterestInterestinatopicincreasesthelistener'scomprehension;thelistenermaytuneouttopicsthatarenotofinterest.Alistenerwhoisanactiveparticipantinaconversationgenerallyhasmorebackgroundknowledgetofacilitateunderstandingofthetopicthanalistenerwhois,ineffect,eavesdroppingonaconversationbetweentwopeoplewhosecommunicationhasbeenrecordedonanaudiotape.Further,theabilitytousenegotiationskills,suchasaskingforclarification,repetition,ordefinitionofpointsnotunderstoodcanenablealistenertomakesenseoftheincominginformation.4.5TheSpeakerColloquiallanguageandreducedformsmakecomprehensionmoredifficult.Theextenttowhichthespeakerusestheselanguageformsimpactscomprehension.Themoreexposurethelistenerhastothem,thegreatertheabilitytocomprehend.Aspeaker'srateofdeliverymaybetoofast,tooslow,orhavetoomanyhesitationsforalistenertofollow.Awarenessofaspeaker'scorrectionsanduseofrephrasing("err...Imean...Thatis...")canassistthelistener.Learnersneedpracticeinrecognizingthesespeechhabitsascluestodecipheringmeaning.4.6TheKnowledgeofCulturalBackgroundOntheaccountofdifferencebetweenChinesecultureandEuropeanculture,thesocialcustomarealsodifferentwhichhinderthecollegestudentstocomprehendtheauthenticlisteningmaterial.Whentheymeetanarticleinvolvesalotofculturalknowledge,iftheyaren’tfamiliarwiththeculturalbackground,theywouldnotknowsomewords’relevantmeaningandthewaysofusing,theywillhavenoideaofwhatthehavelistened.Itobviousthattheknowledgeofculturalbackgroundisdirectlyaffectsthequalityoflistening.4.7PsychologicalFactorofCollegeStudentsAllthefactorsasIstatewillaffectthelisteningquality,sequentially,willgive thestudentsalotofpsychologicalpressure.Theywillbeimmersedinnervouscondition,thelogicwillbelagging,theattentioncannotfocus,whichwillmakestudentsproducethesenseoftirednessandlosetheinteresttocontinuetolisten.ThisiswhystudentsaretiredoflisteningEnglish.4.8OtherObstaclesBirneclassifieslisteningasoneofthefundamentalabilitiesofthelanguagethatallowsallusersofthelanguagetogetnotonlyinformation,butalsoinstructionandcomprehensioningeneral.Departingfromstudents´difficultiesteachersshouldjudgetheirlevel,theyshouldfigureoutwhen,andhowtoincludecertaintextswithahighdegreeofdifficulty,withvariationofaccents,etcandthekindofexercisesforeachoccasion.Listeningcomprehensionenablesthestudentstoacquirelanguagesubconsciously,evenifteachersdonotdrawanyattentiontoitsspecialfeatures.Tryingtoaccomplishsuchaimsproveusuallytroublesometoteachersbecauseofthenumberofobstaclestobesurpassedsuchas:1)Catchingtheactualsoundsoftheforeignlanguage;2)Poorattentionspanandpoorlisteninghabits;3)Notunderstandingeverywordthatissaidandtryingto(Thoughtheyaretoldtodisregardunimportantelementstocomprehension);4)Demandingrepetitionmorethanonceforunderstanding;5)Failuretorecognizethesignalsusefulforunderstanding;6)Inabilitytoconcentrateorfocusonthetext;7)Problemsofinterpretationduetolimitedvocabularyandculturalbarriers;8)Noise;9)Darkeningofvowels,etc. Chapter5SuggestionstoImproveTeachingListeningisthebasisoftruecommunication—listeningtooneselftohearthetruthofone’sheart,andlisteningtotheother,tohearclearlywhattheyaresaying.Listeningisaskillthatweareneverfinishedlearning.Itisoneofthebasicskillsofbody-mind-spiritworkshops,wherepartoftheprocessinvolveslisteningtothewisdomofthebody.Actuallylisteningisanactiveattentivepresencetooneselfandtotheotherperson.Thepurposeofactivelisteningistoprovideasafeandcaringspaceforapersontospeakandsharewhateverisgoingonwithinthem,knowingthattheyareacceptedandunderstoodbythelistener.Whenapersonislistenedto,theyareoftenempoweredtofreethemselvesoffeelings,memories,emotions,thoughts,concerns,problems,andwoundsofthepast.Forpersonsufferingtraumaticstress,listeningbringsmuchcomfortandprovidestheatmosphereforhealing.Whenapersonislistenedtowithcareandrespect,theyareabletodischargemanymemoriesandwoundsofthepastthatareaffectingtheirlivesinthepresent.Andfromthesecurityandwisdomofthepresentmoment,theycanletgoofthewoundsofthepast.Activelisteninginvolvesonepersonwhotakestheroleofthespeaker,andtheotherpersonwhoisthelistener.Whilethespeakershares,thelistenergivestheirtotalattention,andfromtimetotimeasksaquestionormirrorsbackwhatthespeakerhasshared.Afteronepersonhassharedforawhileandfeelsfinished,thetwoexchangerolesandthelistenerbecomesthespeaker.Thiskindoflisteningisveryusefulinmanysituationsandisexcellentattimesofconflict.Manytimesproblemscan’tbeeasilyresolved.Puttingasideyourfeelingsandopinionstotrulylistentotheotherpersoncanhelpyoutodeeplyunderstandtheotherandtheirpointofview.Listeningpresenceisavariationinwhichtwopeopletaketurnsatsharingandlistening.Herethelisteneronlylistenstothespeakerwithrespect,withoutcommentsorquestions.Thelistenersimplyaccompaniesthespeakerwiththeirattention. 5.1PayAttentiontotheStagesofListeningTeachingListeningistheabilitytoidentifyandunderstandwhatothersaresaying.Thisinvolvesunderstandingaspeaker'saccentorpronunciation,hisgrammarandhisvocabulary,andgraspinghismeaning(HowattandDakin).Anablelisteneriscapableofdoingthesefourthingssimultaneously.Willislistsaseriesofmicro-skillsoflistening,whichshecallsenablingskills.Theyare:1)Predictingwhatpeoplearegoingtotalkabout;2)Guessingatunknownwordsorphraseswithoutpanic;3)Usingone'sownknowledgeofthesubjecttohelponeunderstand;4)Identifyingrelevantpoints;rejectingirrelevantinformation;5)Retainingrelevantpoints(note-taking,summarizing);6)Recognizingdiscoursemarkers,e.g.,well;oh,anotherthingis;now,finally;etc;7)Recognizingcohesivedevices,e.g.,suchasandwhich,includinglinkingwords,pronouns,references,etc;8)Understandingdifferentintonationpatternsandusesofstress,etc.,whichgivecluestomeaningandsocialsetting;9)Understandinginferredinformation,e.g.,speakers'attitudeorintentions.AccordingtoBulletin(1952),listeningisoneofthefundamentallanguageskills.It'samediumthroughwhichchildren,youngpeopleandadultsgainalargeportionoftheireducation--theirinformation,theirunderstandingoftheworldandofhumanaffairs,theirideals,senseofvalues,andtheirappreciation.Inthisdayofmasscommunication(muchofitoral),itisofvitalimportancethatcollegestudentstolisteneffectivelyandcritically,hesays.Listeningtoandunderstandingspeechinvolvesanumberofbasicprocesses,somedependinguponlinguisticcompetence,somedependinguponpreviousknowledgethatisnotnecessarilyofapurelylinguisticnature,andsomedependinguponpsychologicalvariablesthataffectthemobilizationofthesecompetenceandknowledgeintheparticulartasksituation.Thelistenermusthaveacontinuoussetto listenandunderstand,andashehearstheutterance,hemaybehelpedbysomekindofsettoprocessandremembertheinformationtransmitted.Hislinguisticcompetenceenableshim,presumably,torecognizetheformativesoftheheardutterance,todissectoutofthewaveformofthemorphemes,words,andothermeaning-bearingelementsoftheutterance.Teacherscanfacilitatethedevelopmentoflisteningabilitybycreatinglisteninglessonsthatguidethelearnerthroughthreestages:pre-listening,DuringListeningActivities,andpost-listening.5.1.1EngagetheLearnersinaPre-listeningActivityThisactivityistohelpstudentstomakepreparationtoreducethedifficultieswhentheyarelistening.Duringthisactivity,theteachershouldestablishthepurposeofthelisteningactivityandactivatetheschematabyencouragingthelearnerstothinkaboutanddiscusswhattheyalreadyknowaboutthecontentofthelisteningtext.Thisactivitycanalsoprovidethebackgroundneededforthemtounderstandthetext,anditcanfocusattentiononwhattolistenfor.5.1.2DuringtheListeningActivitiesListeningshouldbeaccompaniedbysomeactivitiesthroughwhichstudentscandemonstratetheircomprehensionandexperiencethepleasureofsuccess(Rivers).Whilestudentsarelistening,theteacherasksthemtotakesomenotes.Theactivityshouldinvolvethelisteneringettinginformationandinimmediatelydoingsomethingwithit.Theteachersshouldgiveaclearleadinwhattheyaregoingtohear;usesomekindofvisualbackupforthemtounderstand;givequestionsandtasksinordertoclarifythethingsintheirminds,andbesurethatthesetaskshelpinlearning,notconfusing.Studentsshouldlearnhowtousetheenvironmentalclues,thespeaker'sfacialexpression,posture,eyedirection,proximity,gesture,toneofvoice,andthatgeneralsurroundingscontributeinformation.5.1.3EngageinaPost-listeningActivity.Theteacherwritessomequestionsontheboardandasksthemtoanswerthequestions.Theyarealsostimulatedtotalkandparticipateintheactivitydominantly. Thisactivityshouldhelpthelistenertoevaluatesuccessincarryingoutthetaskandtointegratelisteningwiththeotherlanguageskills.Theteachershouldencouragepracticeoutsideoftheclassroomwheneverpossible.5.2GiveEmphasistoDevelopMicro-skillsofListeningTheteachingoflisteningskillshaslongbeenanacceptedclassroomactivityintheGeneralEnglishclassroom.Languageteaching,however,hastendedtolagbehindinthisrespectandtoconcentrateonreadingandwritingskillsattheexpenseofauralskills.Whenwespeakoflisteningwhatwereallymeanislisteningandunderstandingwhatwehear.Inourfirstlanguage,wehavealltheskillsandbackgroundknowledgeweneedtounderstandwhatwehear,soweprobablyaren'tevenawareofhowcomplexaprocessitis.Herewewillbrieflydescribesomeofwhatisinvolvedinlearningtounderstandwhatwehearinasecondlanguage.Wecanbeinvolvedinourlistening,whichiscalledInteractivelisteningandthatsituationusuallyincludesface-to-faceconversationsandtelephonecalls,inwhichwearealternatelylisteningandspeaking,andinwhichwehaveachancetoaskforclarification,repetition,orslowerspeechfromourconversationpartner.Somenon-interactivelisteningsituationsarelisteningtotheradio,TV,films,lectures,orsermons.Insuchsituationsweusuallydon'thavetheopportunitytoaskforclarification,slowerspeechorrepetition.Richards(1983,126-127,Omaggio)proposesthatthefollowingarethemicroskillsinvolvedinunderstandingwhatsomeonesaystous.Thelistenerhasto:1)Retainchunksoflanguageinshort-termmemory;2)Discriminateamongthedistinctivesoundsinthenewlanguage;3)Recognizestressandrhythmpatterns,tonepatterns,intonationalcontours;4)Recognizereducedformsofwords;5)Distinguishtypicalwordboundaries;6)Recognizetypicalword-orderpatterns;7)Recognizevocabulary; 8)Detectkeywords,suchasthoseidentifyingtopicsandideas;9)Guessmeaningfromcontext;10)Recognizegrammaticalwordclasses;11)Recognizebasicsyntacticpatterns;12)Recognizecohesivedevices;13)Detectsentenceconstituents,suchassubject,verb,object,prepositions,andthelike5.3AttachImportancetoDevelopingStudents’ListeningStrategiesListeningistheweaknessesincollegeEnglishteaching.Becauseofsomecomplexfactors,developingthelevelofcollegeEnglishlisteningmustbehighlypointed,strictinteaching,managescientifically,andapplyexcellentteachingmethod,takeadvantageoftheinitiativeofteachersandstudents,onlythroughtakingthesestrategiescanimprovestudents’Englishlisteningfatherly.Thestrategiesareindetailasfollowing:5.3.1IntriguetheStudents’InterestingInordertoswitchthestatusofpassivetoactiveinlistening,thethingtheteachersmustdoistointriguethestudents’interestsoflistening.Theinterestsisthebestteacher,anyactivitieswithoutinterestscannotsuccess,sotheteachersmusttrainthestudents’interests.5.3.2PayAttentiontotheSocialCulturalKnowledgeAnEnglishmaterial,alwaysinvolveshistory,geography,culture,socialsystem,customandscienceoftheEnglishspeakingcountries.Ifwehavenoideaofthisbackgroundknowledge,wecan’tlistenefficiently.Soweshouldbegintheclasswithsomeintroductionofthebackgroundofthematerial,andconnectittothetexttomakestudentsunderstandeasily.5.3.3ImprovetheVocabularyandPronounceCorrectlyWhetherthevocabularylargeornotandthepronunciationcorrectlyornotisrelevanttothelisteningcomprehension.Ifwepossesalargenumberofvocabulary andpronouncecorrectly,wecaneasilycomprehendthelisteningmaterials.Soweshouldtakenoticeofthewordsusuallypresentedinthelisteningmaterialsandkeeptheunknownwordinmind,alsoyoushouldkeepyoureyesopenforthestress,voice,tone,thespeed,etc.5.3.4BuildConfidenceWhenListeningEnglishPerhapsthemostvitalelementinlisteningisconfidence.ManystudentsareanxiousaboutlisteningtoEnglish,thisispartlybecauseofdifficultiespresentedbythetext,forexampletheseedofdelivery,andpartlybecausestudentshaveunrealisticexpectation,forexampletheyneedtounderstandeveryword.Ifwefollowthebasicprinciplesfortheselectionoftextsandthedesignoftasks,theteacherscanhaveeverychanceofhelpingthestudentstodevelopconfidenceindealingwitharrangeoftextsandspeakers,andwithvariationsinthespeedofdelivery.Confidencecanbebuiltwithpractice.TheroleoftheteacheristoprovideasmuchpositivepracticesaspossiblebytalkingtolistenersinEnglish,byexposingthemtoarangeoflisteningmaterialsintheclassroom,andbyencouragingthestudentstousewhateverresourcesareavailableintheirschool.ConfidencecanalsobebuiltthroughexposuretoEnglish,andtherearesuchwaysasradio,TVprogramsandEnglishlanguagefilms.5.3.5TraintheStudents’ListeningSkillItcontainsthreeaspects:theabilityofprediction;theabilitytograspthemainideaoflisteningmaterials;theabilitytotakenotes.Predictionisapreparationforthestudentstolisten.Theteachersshouldteachthestudentstopredicttheplace,time,affairs,therelationshipandthequestionthematerialmaypresent.Tograspthemainideaisnotaneasything.Butthemainideaisoftenappearatthebeginningortheendofamaterial,orappearinatransitionalsentence.Soit’simportantforteacherstogivethesignwherethemainideaalwaysappears.Takenecessarynotesisvitalforlistening.Ifyoutaketheusefulwordsorexpressions,itwillhelpyoueasilycomprehendthematerials.Thus,theteacher shoulddoistoteachthestudentstodistinguishthekeyword.Thekeywordsinclude:time,place,name,number,andsomeusefulexpression.5.4TeachListeningwithOtherLanguageSkills.Amongthefourlanguageskills,listeningisreceptiveskill.Duringthelisteningprocess,listenercan’tknowthetopicthespeakerwantstospeak.Comparedtoreading,listeningismoredifficultforcollegestudents,studentscanreadrepeatedly,unlikereading,listeningawaybecontrolledbythetimeandspace.Inpracticalstudy,collegestudentscannotcontrolthespeed,articulationandthespeechcharacteristicofthespeaker,soit’sdifficultforthestudentstograspthemeaningoflisteningmaterialwithshorttime.Infact,theraresubjectiveandobjectivefactorsaffectlisteningeffect.Notonlyberelatedtothedifficulty,speed,waysofspeakingandproficiencylevel,butalsoberelatedtothebasiclanguageskills.NowIwillgivesometipswhichfromsomeotherscholars’andmyexperienceonhowtoteachlisteningwithbasiclanguageskills,asfollowing:5.4.1RemovetheEffectofVoicetoListeningAsthecommunicativelanguage,firstly,isaudiolanguage.Itconveystheinformationthroughaudiosystem,so,pronunciationisthebasicforthecommunicationprocess.Incollegestudents’listeningstudy,theyarenotawareofthepronunciationofwords,continuousreadingandthechangeoftone.Inthiscase,theteachersshouldteachthestudentspronouncecorrectly,teachthemwhereorwhentheyshouldreadcontinuouslyanddrawattentiontothechangeofthetone.5.4.2RemovetheEffectofGrammartoListeningGrammaristhelinkinsentence,istheruleoflanguage,itplaysanimportantroleinlanguagesystem.Asthesame,itisvitalforcollegestudentstograspthemeaningwhentheylistening.Tense,subjunctivemoodandformofstructurearethemainfactorstolistening.Duringthelisteningprocess,ifyouknowwellaboutthetense,itwillbehelpfulforstudentstolisten,sodoesthesubjunctivemoodandthe formofstructure.Teachersshouldteachstudentstohowtousegrammarwhentheyarelistening.5.5MakeGooduseofModernMulti-mediaandOtherLearningFacilities.AlongWiththefastdevelopmentofcomputerinformationtechnology,networkcommunicationtechnologyandthemulti-mediadigitaltechnology,Socialinformationhaspenetratedintoeveryfieldofpeople’slives.Inthiskindofenvironment,multi-mediateachinghasbecomeaninevitabletrend.Multi-mediateachingarethemostadvancedmethodinmoderneducationtechnology,itgreatlyenrichedteachingmode,teachingcontentandstructureintheclassroom,itisvividandinteresting,andfascinating,whichcausestudents’interest.Thesemulti-mediatoolsinclude:computer,recordingtape,recordingvideo,EnglishfilmandEnglishmusic,TV,radio,slide,etc.5.5.1UseMulti-mediaTechnologytoSimulateofRealListeningEnvironmentDuringthelisteningclass,teacherscantaketheadvantageofmultimediatechnology,varioushardwareequipmentsandsoftwaretosimulatethereallisteningcommunicativeactivities.Forexample,wecanpresenttherelevantculturalbackgroundthroughslideandvideo,usetheanimationtosimulatethelisteningmaterialinvariouscommunicationscenes,besides,theteachersalsocanchoosethemostsuitableandcurrentmulti-mediaEnglishlisteningmaterialtogreatlyclosetothereallifeduringthelisteningclass.5.5.2UseMulti-mediatoStimulateStudents'Interest,ReduceStudentsAnxietyMultimediatechnologycollectthevoice,pictureandtextintoone,integratethescientific,artistic,interestasone,canarousevariousorgansofsense,thusstimulatestudents'interest,solvethedifficultiesinlistening,decreasetheanxiety. 5.5.3UseMulti-mediatoPromotetheInteractioninListeningClassThroughthemulti-medialab,theteachercancommunicateefficientlywithstudents,studentscanbedividedintoseveralgroupstodiscussandmakeactivitysuchasroleplaytostrengthenthelisteningeffect.Andmultimediatechnologyusedintheman-machinedialogue,tointervenethelisteningresults,toarousestudents'learningmotivation,interestandinitiative. Chapter6TheProspectsofEnglishListeningStudyWeshouldclearlyrealizethatthelisteningtheoryisstillatthestageofborrowingandquotationforeigntheories,domesticinnovationisrare,andmoreover,thewidthanddepthofthelisteningcomprehensionstillhavedevelopmentalspace.Thestudyoflisteningteachingalmostareperceptualfeelingsandexperience,inviewofthissituation,thescholarsandteachersshouldpaymoreattentiononthisaspect,duringtheprocess,teacherscanadjustthemethod,planandskillsofteachingaccordingtothestudents’feedbackandtheevaluationtothestudents,sequentially,improvetheteachingmode;TeachersandscholarsshouldconstantlyperfecttheconstructionoflisteningtheorywhichsuitableforChinesecollegestudentsandactivelylookfortheeffectivemethodoflisteningteaching;HowtowriteEnglishlisteningmaterialsshouldbedeeplyresearched;Theyalsoshouldimprovetheauthenticityandcommunicationoflisteningandthereliabilityandvalidityofvaluation;Clearthatthegoalstheteachingduringthemulti-mediateachingandrealizethathowtoeffectivelyimprovethelisteninglevelisthetaskweshouldresolveimmediately. Chapter7ConclusionThisessaymainlyanalysesthedevelopmentoflisteningskillsincollegeEnglish.Accordingtomylearningcareerandtheexperiencefromotherteachers,Ihaveexaminedthreeimportanttheoreticalaspectsoflisteningcomprehension,thatistosay,natureandprocessoflisteningcomprehensionandthefactorsthataffectit.Inthefourskills:listening,speaking,readingandwriting.Listeningisthebasic,andthemostimportantskill.Itisn’tonlythemainwayofacquiringlanguageinformation,butthebaseofimprovingotherskills.Chinesestudentsoftenregardthelisteningtestasthemostdifficultpartofawholetest,sosomeactivitiesofteachingEnglishlisteningshouldbeemphasizedontheprocessoflistening,ratherthantheresultoflistening.Howwecanimproveourlisteningandgetgoodmarkhasbecomethegreatconcern.DuringtheEnglishteaching,itisimportantforteacherstocomeupwithsomeideasofimprovingstudents’listeningskills.Withthefastdevelopmentofmodernscienceandtechnology,developinglanguageskillsismuchmoreurgentthanwethink.Theultimategoalofforeignlanguageteachingistocultivatestudents’communicationcompetenceinwhichlisteningskillsplayakeyrole. AcknowledgementsIamdeeplygratefultomyProf.,myadvisor,forhisinspiringlectures,constructivesuggestionsandcontinualencouragementthathavebeenguidingandsupportingmeinmyresearch.Thecompletionofthisthesiswouldhavebeenimpossiblebutforhispatientyetrigoroussupervision.IwouldliketothankallmyteachersinXiJingUniversityfortheirsplendidlectures,admirabledevotionandkindhelpthatbenefitedmyworkandmylifetremendously.MythanksalsogotoMr.Si,myteacherandfriend,forprovidingsomanygoodbooksforustoshare,forhiskindness,encouragementandhelpfuladvicethathavebeenguidingmeinmylife. 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