With the development of psycho-linguistics in the past twenty years or so, listening comprehension strategy has become an increasingly important aspect of research on Second Language Acquisition and Instruction. Altho...With the development of psycho-linguistics in the past twenty years or so, listening comprehension strategy has become an increasingly important aspect of research on Second Language Acquisition and Instruction. Although much has been done by researchers like O’Malley, Bacon, Richard, there is still some argument about what are listening comprehension strategies, how they can be classified, and what, as well as how they can be taught in class. This article is intended to contribute some ideas to these controversial fields of research on Listening Comprehension Strategy.\;For the theoretical aspect, the writers of this article venture a system of strategies, which is based on the well-established cognitive classification of learning strategies, and at the same time includes those strategies characteristic of listening comprehension.\;For the practical aspect, in order to find out on what strategies students need more training, a survey has been conducted on how students (first year and second year non-English majors) make use of listening comprehension strategies in the process of listening comprehension. By analyzing the students’ response to the survey, the writers of this article find that both first year and second year students are weak at using listening comprehension strategies. Of the 25 strategies, only 8 strategies are within the students’ command. This is explained as a result of lack of training in class. The writers appeal for more strategy-consciousness on the part of English teachers. The writers also find that the most serious problem in strategy using lies in discourse strategies, the difficulty of which often goes hand in hand with that in reading comprehension. And the training of discourse strategies is predicted by the writers of this article to be the most difficult part of listening class.\;展开更多
Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years...Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years of our Open Door Policy, they find they have to learn some English and learn it quickly. They try to learn from radio and TV and many take English courses of 4 to 6 months, with varying degree of success. Their chief stumbling blocks展开更多
Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communica...Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communication activities 45per cent is devoted to listening,only 30 per cent to speaking,16 per cent to read-ing,and a mere 9 per cent to writing.”Listening can and ought to be taughtapart from speaking;it has its peculiar problems.There’s just as much activity展开更多
Ⅰ. INTRODUCTION How to teach listening comprehension in the classroom tends to get neglec-ted altegther. This is because an English teacher saw the need for givinghis students praetice but failed to take account of s...Ⅰ. INTRODUCTION How to teach listening comprehension in the classroom tends to get neglec-ted altegther. This is because an English teacher saw the need for givinghis students praetice but failed to take account of several important things,such as: (1)Texts should not be so difficult. As it is, they are almest alwaysabeve the level of the students. (2)Students should not be asked to remember everything they hear. (3)Students should be given guided practice to learn to take notes. (4)The teachor should relate their listening practice to the real-lifesituations in which the students would actually want to use the skill.展开更多
文摘With the development of psycho-linguistics in the past twenty years or so, listening comprehension strategy has become an increasingly important aspect of research on Second Language Acquisition and Instruction. Although much has been done by researchers like O’Malley, Bacon, Richard, there is still some argument about what are listening comprehension strategies, how they can be classified, and what, as well as how they can be taught in class. This article is intended to contribute some ideas to these controversial fields of research on Listening Comprehension Strategy.\;For the theoretical aspect, the writers of this article venture a system of strategies, which is based on the well-established cognitive classification of learning strategies, and at the same time includes those strategies characteristic of listening comprehension.\;For the practical aspect, in order to find out on what strategies students need more training, a survey has been conducted on how students (first year and second year non-English majors) make use of listening comprehension strategies in the process of listening comprehension. By analyzing the students’ response to the survey, the writers of this article find that both first year and second year students are weak at using listening comprehension strategies. Of the 25 strategies, only 8 strategies are within the students’ command. This is explained as a result of lack of training in class. The writers appeal for more strategy-consciousness on the part of English teachers. The writers also find that the most serious problem in strategy using lies in discourse strategies, the difficulty of which often goes hand in hand with that in reading comprehension. And the training of discourse strategies is predicted by the writers of this article to be the most difficult part of listening class.\;
文摘Background Generally speaking. Chinese college graduates in the fifties and sixties took Russian as their second language, and those who graduated in the seventies had no second language to speak of. Now, in the years of our Open Door Policy, they find they have to learn some English and learn it quickly. They try to learn from radio and TV and many take English courses of 4 to 6 months, with varying degree of success. Their chief stumbling blocks
文摘Listening comprehension,a long-neglected area in English language teaching,was not taught as a separate course in our schools until the early 1980s.“Yet ithas been estimated that of the time adults spend in communication activities 45per cent is devoted to listening,only 30 per cent to speaking,16 per cent to read-ing,and a mere 9 per cent to writing.”Listening can and ought to be taughtapart from speaking;it has its peculiar problems.There’s just as much activity
文摘Ⅰ. INTRODUCTION How to teach listening comprehension in the classroom tends to get neglec-ted altegther. This is because an English teacher saw the need for givinghis students praetice but failed to take account of several important things,such as: (1)Texts should not be so difficult. As it is, they are almest alwaysabeve the level of the students. (2)Students should not be asked to remember everything they hear. (3)Students should be given guided practice to learn to take notes. (4)The teachor should relate their listening practice to the real-lifesituations in which the students would actually want to use the skill.
