大學(xué)英語(yǔ)聽(tīng)力理解過(guò)程中的障礙因素及對(duì)策論文(1)-本科論文

PAGEPAGEII畢業(yè)論文大學(xué)英語(yǔ)聽(tīng)力理解過(guò)程中的障礙因素及對(duì)策PAGEIIITableofContentsIntroduction…………………1Chapter1ObstacleFactorsinListeningComprehension…………21.1Characteristicsoflisteningmaterials21.2Characteristicsofthespeaker'sspeechinlisteningmaterials……………21.2.1Changesinsound…………………1.2.2Intonationandthesequenceofsounds1.2.3Verbiage’sintherlude……….41.2.4Towdifferentvoicesystems,RPandGA…………………..41.3Difficultiesonthepartoflearners………………….5Chapter2TacticstoResolvetheObstacles…………..72.1Listeningandvocabulary………………..72.2Correlationoflisteningandreading……..72.3Tograsptheprocessoflistening……………82.4Tofocusonpracticaltraining………………9Chapter3TacticsintheEnglishListeningTeaching………………113.1Changesinteachingpattern……………113.2Toselectthelisteningmaterials………..113.3Aimsoflisteningpractice………………113.4Emotionalproblemsoflearners……….13Conclusion……………...16Acknowledgements………...17Bibliography…………………18大學(xué)英語(yǔ)聽(tīng)力理解過(guò)程中的障礙因素及對(duì)策摘要“聽(tīng)”作為人類言語(yǔ)交際方式之一，在信息劇增、國(guó)際交往日益頻繁的今天更具有重要意義，因此,在英語(yǔ)學(xué)習(xí)中“聽(tīng)”應(yīng)該是第一位的。長(zhǎng)期以來(lái)由于受環(huán)境等因素的制約，我們所學(xué)的英語(yǔ)大多是“聾子式的”或“啞巴式的”。因此，如何提高聽(tīng)力始終為人們所關(guān)注。鑒于聽(tīng)力的重要性和難度，本文將探討解決大學(xué)英語(yǔ)聽(tīng)力理解過(guò)程中的障礙因素。首先從聽(tīng)力材料的特點(diǎn)，材料中說(shuō)話者的語(yǔ)言特征，及學(xué)習(xí)者自身因素來(lái)分析聽(tīng)力理解過(guò)程中的障礙因素，并通過(guò)這一分析得出一些解決問(wèn)題的策略和聽(tīng)力技巧（例如:增加詞匯量、把握關(guān)鍵詞、注重練習(xí)、擴(kuò)大知識(shí)面等等），以及它們?cè)谟⒄Z(yǔ)聽(tīng)力教學(xué)過(guò)程中的實(shí)際運(yùn)用。關(guān)鍵詞聽(tīng)力障礙技巧

TheObstacleFactorsandTacticsinCollegeEnglishListeningComprehensionAbstractLeapsininformationandinternationaldealingsaregettingmoreandmorefrequentinsocietytoday.Asoneofthewaysofverbalcommunication,“Listening”isbecomingmoresignificantduringinternationalexchanges.Therefore,“Listening”istheprimacyinEnglishstudy.AlthoughwehavelearnedEnglishknowledgeformanyyears,sometimeswealsocouldnotspeakfluentlyorlistenexactly,andevenlikethedeaf-mutes.Thereasonisthatwehavebeenrestrictedwithinthesurroundingsandotherfactorsforalongtime.So,peoplearealwayspayattentiontohowtoimprovetheleveloflistening.Inviewoftheimportanceanddifficultiesoflistening,thethesisaimsatthediscussionofthetacticstosolvetheobstaclesinthecollegeEnglishlisteningcomprehension.Firstly,itanalyzestheobstaclefactorsinlisteningcomprehensionaccordingtocharacteristicsoflisteningmaterials,characteristicsofthespeaker’sspeechinlisteningmaterials,anddifficultiesonthepartoflearners.Inaddition,itconcludessomemethodsandlisteningskillstoresolveproblems(suchasincreasevocabulary,graspthekeywords,focusonpracticaltrainingwidentheknowledgeandsoon),andtheirapplicationintheEnglishlisteningteaching.KeywordsListeningObstaclesSkillsPAGE7-IntroductionAsoneoftheprincipalwaysofreceivinginformation,listeningplaysanimportantroleinEnglishstudy.Listeningcomprehensionisanessentialcapabilitytograspthelanguageandsemantics.Thelistenerhastocomplicatedlyprocessthephoneticsignalswhichtheyheard.Thewholeprocessisaveryenthusiasticandactivemovement,anditalsoisthemutual-impactandinteractionofthebackgroundknowledge,thecontextandlanguageknowledge.Theprocessabsorbsinformationfromthelisteningmaterialscontinuouslytillformingtheprocessofunderstanding.Thisshowsthatverbalcommunicationstartswithlistening,understandingandfinallyenteringtheexchangingprocess.Thesocialityoflanguagedeterminestheultimategoaloflanguagelearning—interpersonalcommunication,andthewholeprocessistheexchangingbetweentheinputandtheoutputofinformation.Inordertoensuretheprocessgoessmoothlyandcoherently,theinformationmustbeunderstood.Thehumanhastwobasicwaystounderstandinformation:listeningcomprehensionandreadingcomprehension.Listeningcomprehensionprocessesvariousformsoflanguage(writtenororal,formalandinformal,etc.)directly.Itemphasizesthecapabilityofdealingwithinformationrapidly,whichplaysanimportantroleintermsoflanguagelearning.Intheprocessofthesecondlanguagewhichcanbelearnedlacksrealisticspeechcircumstance,solisteningtrainingistheessentiallink.Inviewofthis,thethesiswillexplorewaysandstrategiestoimprovestudents'leveloflisteningbyanalyzingtheobstaclefactorsincollegeEnglishlisteningcomprehension.ThisthesisfromthreeaspectstodiscusstheobstaclefactorsandtacticsincollegeEnglishlisteningcomprehension.Thefirstpartmainlyanalyzestheobstaclefactors.Andtheseproblemsareanalyzedfromthreeaspects,namelylisteningmaterials,characteristicsofthespeaker'sspeechinlisteningmaterialsanddifficultiesonthepartoflearners.Thecontentsofthesecondpartarethemethodsandstrategieswhichareusedtosolvetheobstaclefactorsmentionedinthechapterone.CombiningwiththeEnglishlisteningteaching,thethirdpartdiscusseshowtohelpstudentsresolvetheseobstacles.Chapter1ObstacleFactorsinListeningComprehension1.1CharacteristicsoflisteningmaterialsTosomeextent,characteristicsoflisteningmaterialsdecidethedifficultyofthelistening:1)Theybelongtotheaudiomaterials,whichiseasytofleetfromlistener'searsthatisdifferentfromthereadingmaterialswhichthereadercangobacktoreadinanytime;2)Thecontentrelatestoallareasoflife,includingchatatthestreet,sayingproverbs,newaffairsandsituationsbeingnotwell-knownbylearners,andthespeakerschangethetopicinthesamedialoguefromtimetotime;3)Forsomecontent,thelistenercannotforecastwhatthespeakerwillsaynext,suchasreports,interviewsanddailydialogues,becausesometimestheyarelackoflogic.4)Althoughweknowitwellifwelookatitinthepaper,characteristicsofliaisonandlostplosivemakeitdifficultforthelistenertoindentifythesinglewordwhenhelistenstothematerials.5)Alargenumberofcolloquialwordsandexpressionoftenappearinthedailydialoguematerials.Forexample,usingstufftoreplacematerial,andusingguytoexpressthemeaningofmanandsoon.Sometimesthereisslangorsomeexpressionswhichareinconsistentwiththegrammar,forexample,thecompositionsofthesentenceareincompleteortautological.Theseareunfamiliarforthelearnerwhomainlylearnstheformalwrittenexpression.1.2Characteristicsofthespeaker'sspeechinlisteningmaterials1.2.1ChangesofsoundrefertotheEnglishwords'pronunciationchangeinasensegroup.Themainchangesincludeliaison,incompleteplosion,epenthesis,elisionandassimilationandsoon.Andthesechangeshaveanimportanteffectontheleveloflistening,becauseitisdifficultforbeginnerstomasterthelawofthesesounds.Iwilldiscusstheeffectofthechangesasfollows:（1）Inthesamesensegroup,thesuffix'spronunciationoftheformerwordisreadbylinkingwiththeinitialnessofthelatterwhichadjacentlyfollowsit,thatiscalledliaison.Therearethefollowingthreeconditions:Thetwoadjacentwords,theformerendsinaconsonantsoundandthelatterstartswithavowelsound,namely:consonant+vowel;Thetwoadjacentwords,theformerendsintheletterof“r”andthelatterstartswithavowelsound.Inthiscase,/r/shouldbereadout,andtogetherwiththevowel.Namely:/r/+vowel;Thetwoadjacentwords,theformer'ssuffixandthelatter'sinitialnessusuallyareliaison.Thereisnopausebetweenthemandsoundslikeaword,namely:vowel+vowel;（2）IncompleteplosionIncompleteplosionreferstolosingplosiveintheproductionofplosive.Itisessentialtoseparatethreephasesintheproductionofaplosive:theclosingphase,theholdorcompressionphase,andthereleasephase.However,insomecases,theseplosivesonlyhavethefirsttwophasesbutlosethereleasephase,andthesecasesarecalledincompleteplosionorlostplosive.Thereareseveralsituationsasfollows:Anytwoadjacentplosives,theformerpronouncestheincompleteplosion,suchas:Shehasaba(d)cold.Whentheplosiveisbeforethefricative,itshouldbeincompleteplosion,suchas:Irea(d)thebookyesterday.Whentheplosiveisbeforethenasal,itshouldbeincompleteplosion,suchas:Itma(d)emehappy.（3）Elision.Whenacertainsoundorsomesoundsofthewordareinfluenced,itdoesnotpronounce.（4）Assimilation.Assimilationreferstoasoundisinfluencedbytheadjacentsoundandbecomesthesameorsimilarastheadjacentsound,orthetwosoundsinteractandbecomethethirdsound,asshownbythefollowing:a.hasto[z]→[s]b.loveto[v]→[f]c.fivepast[v]→[f]1.2.2Chinesecharactersarehieroglyphicsandideograms,andeachcharacterhasatoneincludingtheleveltone,therisingtone,thefalling-risingtoneandthefallingtone.Englishisanalphabeticwriting.SotherearedifferencesbetweenChineseandEnglish,especiallysomesoundsexistinEnglishbutdonotinChinese.Forexample,manystudentshavetroublesindistinguishing/v/from/w/.EnglishandChinesesystemsalsohavegreatdifferencesinpronunciation.ThereisnoendingofconsonantsinChinese,sostudentsoftenareaffectedbythemothertongueinlearningEnglishtoaddvoweltotheendorprolongthesyllable.Thereareseveralaspectsrelatedtosoundtransferandlevelofthetransfer:（1）greatdifferencesinpronunciationTonesinPutonghuaPutonghua[pa]ChinesecharacterPinyinTonenumbersTonedescriptionEnglishgloss八bā55Highlevel‘eight’拔bá35Highrising‘pullout’靶bǎ214Lowfallingrising‘target’壩bà51Highfalling‘dam’（2）thesoundthatChinesedoesnothavebutEnglishdo,suchas[w],[v],[r]andsoon.1.2.3Verbiage'sinterludeUrsaid:ingeneralconversationorimpromptuaddress,lectures,weactuallysaidalotofunnecessarywordstoexpressthetheme.Itisusuallymarkedbyrepeating,re-worded,self-correction,adetaileddescription,tautologyandsomeexpressionsdonothaveanyrealmeaning,suchas“Imean,youknow”andsoon(Ur,P.1984).Thetautologyisanaturalcharacteristicofexpression.Itmayhelpthelistenertocomprehendbutbelikelytobringobstaclestothelistener,andthatdependsonthelevelofEnglishlanguagelearners.Forprimarystudents,itisnodoubtthattheyhavemoredifficultiesincomprehendingwhatthespeakerssaid;however,forseniorlearners,ithelpsthemtowintimetoadapttosoundsandthestyleoflanguageofspeakers.1.2.4Twodifferentvoicesystems,RPandGAEnglishlearnersofChinafromprimaryschooltomiddleschool,basicallyfollowtheRP(ReceivedPronunciation)voicesystem,namelyEnglishteachingsystem.However,studentsinuniversityusuallycontactwithspeechmaterialsofGA(GeneralAmerican)voicesystemthatistheAmericanpronunciation,sotheyfeelitverydifficulttoadaptto.1.3Difficultiesonthepartoflearners(1)LackofknowledgeofEnglishpronunciation.Questionnairesurveyshowsthat65percentoflearnersinsecondaryschoolsdidnotsystematicallystudyEnglishphoneticknowledge,and73percentoflearnersdidnotinquireintotherulesofreadaloudofliaison,lostplosive,stressandreduction,anddonothandletheseskillfully.Therefore,obstaclesofthevoicebecomethefirst“stumblingblock”intheirlisteningcomprehension(王年英，2002).(2)LackofknowledgeofEnglishlanguageLearnersdonotknowwellaboutlanguagephenomenaofEnglishanddonothaveenoughaccumulation,suchastheusageandcollocation.Therefore,whentheyhearofapartofinformationoftheseexpressions,theycannotpredictorspeculatetheothers.Forexample,theycannotdirectlypredict“cheeks”tobeafter“rosy”bytheusagewhentheyheardtheword“rosy”.Similarly,hearingsuchanexpressionas“heflewinto…”,theycannotquicklyspeculateitshouldendwithawordsuchas“rage”byvirtueofthegoodlanguagesense.ItisamajorproblemforChineselearnersinthelistening.(3)LackofrelevantbackgroundknowledgeLanguageisthecarrierofculture.AndersonandLynchhavepointedout:“Lackingsocio-cultural,historicalfactsandbackgroundknowledgewillbeobstaclesoflisteningcomprehension,becauselanguageitselfisusedtotransmitculture(Anderson,A.andT.Lynch,1988).”Listeningmaterialsdisplayallaspectsofthecultureandtheepitomeofknowledge,suchasscienceandtechnology,customs,famouspersons,historyandgeography,health,educationandothersocialproblems.Howeverbecauseoflackingrelevantcommonsenseandfoundationknowledge,thelistenersdistorttheinformationandevendonotknowthecontentofmaterialswhicharethecarriersoftheseabovementioned.(4)NoenoughtimeEnglishlearnerstendtospendmoretimeandenergiesonreadingbutlessonlistening,sotheycontactwithlisteningmaterialsverylimitedly.Inthesurvey,84percentofthelearnersfranklyexpressedthattheyspenttimeonlisteninglessthantwohoursoutsidelisteningclasseseveryweek;11percentofthemspentfourormorehoursand5percentofthemevenspentlessthananhour(董本友，2001).(5)EmotionalfactorsEmotionsinlanguagelearningarethelearners'sentiments,feelings,affectivitiesandattitudesandsoon,whichaffecttheirconductsduringthelearningprocess.Resultsofthesurveyshowthat,100percentofstudentsbelievethattheiremotionalfactorsdirectlyaffecttheirlisteningeffectiveness;75percentofthemthinkthattheirlisteningobstaclesincludeemotionalfactors(鄭錫良，1991).Themainnegativeemotionsare:1)nointerestinlearningEnglish,“donotliketolisten”,2)nervous,“afraidIcannotunderstandit”,3)anxiety,“worryabouthavingbadscores”,4)frustration,“afterlisteningbutdonotcomprehendanything”,5)lackofself-confidence,“myleveloflisteningislow”,6)attentioncannotbeconcentratedsustainedly,“usuallydesertduringlisteningprocess”.Chapter2TacticstoResolvetheObstacles2.1ListeningandvocabularyMostpeoplealwaysbelievethatthemorelistening,thebetterthecapabilityoflisteningcomprehensionbecomes.Thereisnodenyingthatmorelisteningisapositivewaytoimprovetheabilityoflisteningcomprehension,buttheleveloflisteningdependsonneitherlisteningtimesnorthelengthordifficultyofcontents.Itcomprehensivelyshowsaperson'sknowledgeofEnglish,whichbasesonthevocabulary.VocabularyplaysavitalroleinEnglishstudy,whichisthebasisofallthetraining,andnaturallythelisteningisnotexception.Inlisteningcomprehension,eachdialogue,passageanddiscoursearecomposedofsentences,whosebasicunitiswordorphrase.Duringlistening,wecanimitatethesoundweheard,butifwedonotcommandacertainnumberofvocabularies,wewillnotbeabletolinkthewordwhichthesoundrepresentsandknowitsmeaning.Therefore,theoreticallyspeaking,theamountofvocabularydeterminesthedegreeoflisteningcomprehensionfromaside.Theleveloflisteningisacomprehensivereflectionofaperson'sEnglishknowledge,andthevocabularyisthebasisofalltheEnglishknowledge.2.2CorrelationoflisteningandreadingManypeoplehavelearnedEnglishformanyyears,butmaynotbeabletounderstandwhatotherssaid,evenifthesentenceisverysimple.However,iftheEnglishwrittenmaterialsarereadbythem,eventhoughtherearesomenewwords,theycanalsounderstandorcomprehendingeneral.ThissituationnotonlyexistsamongEnglishself-learnersbutalsoamongthestudentstrainedformally,invaryingdegrees.Atpresent,inEnglishteaching,althoughthedifficultyoflisteningtrainingmaterialstendstobelowertanthereadingmaterials',butgenerallyspeaking,thestudents’leveloflisteningisstilllowerthantheirlevelofreading.Inessence,thissituationbearsonthecharacteristicsoflistening-readingmentalactivityintheforeignlanguageteaching-learningenvironment.InForeignLanguageTeaching,listening,speaking,readingandwritingthefourskillsstartatthesametime,butinfact,asaresultoftheteachingsyllabus,content,timing,methods,learningenvironment,individualdifferencesandotherfactors,thefourskillscannotdevelopatthesamepace.Forexample,studentsspendmoretimeonreadingtrainingthanlisteningtrainingandtheyusuallyreadsilently,sothereisanimbalancedevelopmentbetweentheauditoryandvisualorgans.Experimentsshowthatstudents'listeningreactionisdifferentfromtheirreadingreactiontowordstheyhavelearned,andtheidentificationabilitybythevisualisgreaterthantheabilitybyauditorytoindentifywords.Takelisteningtotheweatherforecastforexample(thetopicoftenappearsinlisteningcomprehensiontest),whetherlistenerscanaccuratelyandquicklycomprehendthecontentornot,itchieflydependsontheirgeographicalknowledge,basicknowledgeofastronomy,andevensomesocialculturalknowledge,forexample,someregionusestheFahrenheitsystemortheCelsiussystem.Thepointaboveisthesameastheprocesswhichreadingcomprehensioninvolves.Duringreading,readersalsouseavarietyofcognitiveprocessanddependonkindsofcognitiveeffectsandthebackgroundknowledgetomakeadiscourseanalysisandconstruction.Therefore,onthissense,learnerspractiseandapplythecognitiveprocessesandjudgingandreasoningtocontinuallyimproveandprefecttheability,whichareobvioustohelplearnerstoenhancetheirabilitiesoflisteningcomprehension.Secondly,readingtolearnersisalargesourceoflanguageinput.Itnotonlyincreasestheopportunityforthemtoaccesslanguage,enrichestheirEnglishnationalsocio-culturalknowledge,butalsobroadenstheirvocabularyandbackgroundknowledgeduringalotofreading.Thesearevitaltotheirlisteningcomprehension.Inthisway,learnersintheprocessofreadingalwaysapplylanguageknowledgeconsciouslyandsubconsciouslyandacceptnewknowledge.Thus,theaccumulationoflanguageacquisitionisboundtohaveaqualitativeleap.Therefore,thegreatertheamountofreading,thebetterthequality,andlearners'overalllevelofEnglishwillbehigher,andthehearingabilityofapersonisthefullembodimentofhisEnglishknowledge.2.3TograsptheprocessoflisteningListeningasaone-wayformofcommunication,itsprocessinvolvescomprehensionandcomprehensivespeedthetwoelements.Auditoryperceptionbasesonthelanguageknowledge,andreliesonthegoodabilitiestodistinguishthesoundandrapidlyestablishthelinkbetweenthesoundandthemeaningoftheword.Thus,thereisagreatrelationshipbetweenlisteningcomprehensionandlisteners'basicknowledge.Ifapersonmasteralotofvocabularyandownextensivelanguageandculturalbackgroundknowledge,hewillbeboundtofeeleasiertocomprehendthelisteningmaterials.Thespeedoflisteningcomprehensionisnotthesameasreadingcomprehension'swhichcanadjustactively—toreadfasterifthereadercanunderstand,butifhecannotunderstand,hemayreadmoreslowly.Duringlisteninglistenersmustkeeppacewiththespeedofspeech.Theycanmarkdownthewordsorsentenceswhichheardvaguelytohelpthemtounderstandthematerialsthen,andtheycanalsolistentocontinuallyifthecontentdoesnotaffectthemtocomprehend,oritwillinflectthemtolistentothefollowingcontents.Intheprocess,studentsshouldlearntograspthecorecontentandneglecttheuselessinformation.Moststudentsintheprocessoflisteningtoasentenceareusedtolisteningtothewordonebyone,sothattheentiresentencehasbeenreadwhiletheydonotrespondtothemeaningoftheword.Itisverydifficulttoenhancethespeedofcomprehension.Thebetterwayistolistentothecompletesentence,graspthekeywords,andquicklylinkthesoundandmeaningtogether,sothatitwillbefastertounderstandthewholesentence.2.4TofocusonpracticaltrainingListeningmaterialsinvolveinawiderangeofknowledge,includingvoice(voice,tone,etc.),linguisticknowledge(vocabulary,phrases,sentencesandgrammar),dailycommunicationlanguage,culturalbackgroundknowledgeandsoon.Therefore,thelearnersarerequiredtohavetheabilitiesoflisteninganddiscriminating,dictation,communicatinginEnglishanddiscoursecomprehension(tounderstandkindsofinformation,therelationshipintheconversation,theintentionorviewsoftheconversation,etc.).So,howdostudentsimprovetheabilityofcomprehension?Thereareseveralpointsasfollows:1）Combinetheintensivelisteningwiththeextensivelistening.Intensivelisteningisthatconcentratingyourattentiononthematerialsandtryingtohearascompletelyaspossible.Extensivelisteningisthatlisteningtothedifferenttypesofstylesandvoicesofdifferentmaterials.Inlisteningtraining,weshouldstrivetocombinetheintensivelisteningwiththeextensivelistening,andusuallylisteningintensivelyinclassandextensivelyoutsideclass.Theformeremphasizesthe“quality”oflisteningcomprehensionandthelatteraccentsthe“quantity”oflisteningcomprehension.Intensivelisteningandextensivelisteningaregavedifferentpreferencesindifferenttime,andonlycombinedineffective,canourhearinglevelenhancesgreatly.2）Combinetheintensivetrainingwiththedecentralizedtraining.Learnersdonotonlymakeintensivetraininginclass,butalsosparetimetodoexercisesduringoutsideclass.But“often”listeningdoesnotmean“l(fā)ong”listening.Studentscanspendhalfanhouronlisteningintensivelyeachtimeandrestforamoment.Thiswaycanachievethedesiredresults.3）Widentheknowledge:becauseofdifferentandhistoricalbackgroundregionaldifferencesandothervarietiesoffactors,suchastheremustbethedifferencesbetweentheChinese-speakingnationsandtheEnglish-speakingnationsinmethodsofconsideringproblem.Therefore,itisnecessarytolearnofthebackgroundofthetargetlanguagecountriesandastoreofculturalknowledgetobeconductivetolisteningcomprehension.Knowledgeablepersonscanquicklyputthewordtolinkitssoundandmeaning,andthenmakedetermination,thusitgreatlyenhancestheefficiencyofthehearing.Therefore,listenersshouldusuallyreadabroadrangeofforeignnewspapersandbooks,learnoftheworldfamousEnglishworks'name,themainstoryaswellascharacteristicsoftheleadingcharacters,andremembersomespecialvocabularyofthescientificliterature.Theseareallhelpfultoquicklycomprehendthehearingmaterials,becausethematerialsusuallyrelatetotheaspects.Asaresult,awell-readanderuditelistenercanlistentothematerialeasilyandlearnofitsmeaningrapidly.Forexample:“HaveyougotGonewithWind?Iwantacopyformydaughter.”IfthelistenerknowstheEnglishnameofthenovel“Piao”is“GonewithWind”,whenhehearsthesentence,hewillbeimmediatelyawareofthemeaningisthat:Thisisamotherwouldliketobuyanoveltoherdaughter.Anotherexample:“Shewaslatertriedandsentencedto18monthsinprison.”Ifthelistenerknowsthemeaningof“try”and“sentence”inthelaw,namely“try”meansinterrogateand“sentence”meansjudgment,itwillbecomeeasier.Anotherexample:whenBirdflu(禽流感),Blackout（大停電）andothernewwordsappear,itisnecessarytodabbleintheminatimelymannerandtocareaffairsofstateandfamilyandcareeverything.Chapter3TacticsintheEnglishListeningTeaching3.1Changesinteachingpattern1.Mainlyinintensivelistening.Themainthemeofauralcomprehensionistheintensivelisteningwhichdealswiththe“qualityproblem”,anddonotjustemphasizethe“quantity”.Teachersshouldteachstudentscarefullyallaspectsoftheprocessoflisteningby“slowmotion”andpractiserepeatedlyandpurposefully.Fortheproblemof“quantity”,itshouldtakefulladvantageoftheextracurriculartimeofstudentstosolveit.2.Topromotethetimelyfeedbackbetweenteachersandstudents.Teachersnotonlyprovidestudentswiththenecessarybackgroundknowledgeandlinguisticknowledge(suchasthecomplexsentencestructure,theregularoralexpression,andidioms,etc.),butalsoputthemselvesintothelisteningtrainingwithstudents,payattentiontotheanswerandexplanationofeachstudent,ratherthanthe“chorus”ofthewholeclass.Theyshouldgivestudentstimelyfeedbackonproblem,promptlycorrectit,andgivethemrightrecognitionandencouragement,meanwhile,theyshoulddoatimelyadjustmentontheteachingaccordingtothefeedbackfromstudents.3.2ToselectthelisteningmaterialsListeningmaterialsshouldbeensureditsoriginalacousticcharacteristics,althoughitisdifficultforstudentstoadapt,itatleastbeginswithsemi-acoustictransitinggraduallyandgoesonstepbystep.Thedifficultyofmaterialsmustbesuitableforstudents'currentlevelandhavedifferentstages,otherwise,students'confidenceandinterestinlisteningwillbekilleddirectly.Andmaterialsshouldbediversiform.Teachersprovidestudentswithavarietyoflisteningmaterialsandcombineitwithstudents'sparetimespentonextensivelistening,inordertohelpthemtolearnofvariousvicesandsubjects,suchasspeech,broadcastingnews,filmorTVfragments,dailydialogues,interviews,Englishsongsandsoon.3.3AimsoflisteningpracticeUr.pointsoutthatitisthemosteffectivethattosetalisteningpracticetocompletethelisteningtask.Itisthattheteacherrequiresstudentstofinishsometaskassignedaccordingtothecontents,inordertotestwhetherthestudentsreallyhearandunderstandornot(Ur.P,1984).Theteachershoulddesigntheeffectiveexercisesfocusingonthecontentsoftraining.Itnotonlystimulatesstudents'interestinlearning,butalsoteachesthemallkindsoflisteningskillsvirtuallyandencouragesthemtosolveproblemstakingadvantageoftheiravailablelisteningskills.1)Todesigntraining'scontentsandforms,accordingtothecontentofthemicro-skillstrainingshouldbefinishedintheteachingplanofeachterm.Forexample,iftheteacherswanttosolvetheobstaclesofstudents'voice,theteacherscansetupspecialpracticeaccordingtothevoicecharacteristicsofthespeakersinthelisteningmaterialsandtheobstaclesappearingintheprocessofspee