本科专业学位论文

又到了鼎力论文网每日一篇的时候了，今天是英语专业的本科毕业论文（只提供部分内容哦，如果有需要全部内容可以访问我们的网站咨询客服）：

摘  要：在听、说、读、写四项语言技能中，听是十分重要的一种技能。在听力教学中加强策略训练是帮助学生提高听力水平的必要和有效途径。策略训练的实质是帮助学生“内省”，找到听力困难的原因和方法中存在的问题,然后采取针对性措施，并适时地对自己进行监察、评估和调节。本文通过对所在实习学校学生进行的一次英语听力策略训练，探讨提高学生听力水平的有效训练模式。

 

关键词：听力理解；学习策略；策略训练

Introduction  

Among listening, speaking, reading, and writing these four language skills, listening does not only occupy a primary position in obtaining language information and vibration, but also is one of the principal ways to improve other skills. As the second language acquisition theory says, “The importation of language is the most basic condition for language acquisition, without language importation, without language acquisition” (Krashen, 1985). And from American pedagogy experts W.M.Rivers and M.S.Temperly’s (1978) statistics we can also find out the rate of listening is as high as 45% in the communicate activities. So listening plays an important role in foreign language teaching, for the purpose of developing learners’ language abilities, and further more achieving smooth communication with native English speakers. Since China participates in WTO, the communication between China and other countries has become more and more frequent, improving the students’ comprehension abilities has been an urgent problem that needs to be solved. Therefore it naturally proves to be a hotspot as well as a difficult point. Although English teaching has been given more attention in China, and it is taught in universities, high schools, middle schools, primary schools, even kindergartens. However, listening is still a rather poor link in secondary school English teaching. It is obvious that improving the students’ listening comprehension abilities consists of various practical difficulties, such as the limitation of class hours, the number of students in every class and the lack of guidance of scientific theory etc. A lot of students can even get perfect marks in the written test, but can not achieve what they desire in listening tests, which results in many secondary school students’ fear of listening tests. This situation is mainly determined by two factors, for one thing, the time for listening teaching is extremely less than reading, so that the assimilation of language and the cultivation of communicative ability is affected by the students’ poor listening comprehension; for another, guidance for the students’ listening strategy training has not been paid much attention to by the teachers, and there exists great aimlessness. Therefore, if we want to enhance students’ listening comprehension ability, and thereupon enhance all-round language ability, it would be necessary to offer guidance for the students’ listening strategy training.

1.     The Definition and Classification of Listening Strategy

“Listening strategy is an organic part of language learning strategies which refers to the thoughts or behaviors taken by the learners in the process of language studying or utilizing” (Ellis, 1994). As one of the most important factors which affects listening comprehension, learning strategies can be divided into three types based on the information processing theories: metacognitive strategies, cognitive strategies, and social/ affective strategies (O’ Malley& Chamot, 1990), and the three strategies bring direct or indirect influence to the process of language learning.

1.1 Metacognitive Strategies

As one kind of higher order executive skills, it is not only the actions the learners take  such as planning, monitoring, and evaluation in order to promote the success in completing some learning activities, but also a measure used to proceed self-management by learners. It is an acquaintance of the students with kinds of cognitive strategies’ intention, effects, operation, the acquaintance with self characteristics of the language learners, as well as the acquaintance with various kinds of learning activities. Metacognitive manipulation refers to the thinking of learning process, involving planning, goal-setting, selective attention, self-monitoring, and self-evaluation and so on.

1) Goal-setting: make sure the long term goals and short term goals are planned to approach before learning.

2) Planning: establish a self study plan on the basis of study aims.

3) Selective attention: focus on the aspect which needs to be paid special attention and the problems which need to be focused on in some learning tasks; for example, listening to the key words or phrases. If the learners focus on the theme and difficulty on the base of the given options during the listening comprehension, they will correctly understand the exercises, and achieve the required results.

4) Self-monitoring: monitor the execution of ones own learning tasks and the usage of modulation methods etc. in the process of learning English. For instance, the learners should make sure whether they understand the listening materials, whether the strategies used are suitable, attention is paid to, and whether their plans are completed in time

5) Self-evaluation: evaluate the case of the work, the performance in class, and the usage of strategies after finishing the task. We may do such actions as to estimate whether he himself can finish the aims of his plan, review the progress of one’s own listening, and analyze the reasons why he can not understand the meanings of the listening materials.

 

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