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说明：摘 要:尽管已有大量资料表明听前的准备练习可以提高学生听力理解能力，但是在英语听力教学中，一些教师及一些教材的编写者还是忽略了听前准备练习的重要性，以至直接影响到学生的听力理解能力。为了帮助学生更好的受益于“听前准备练习”这方面的研究成果，本文首先回顾了一些与听力理解相关的理论与研究，然后设计了实验以调查准备练习对学生听力理解的影响。通过问卷、参与者的反馈信息以及听力测试等方式来收集数据。研究中发现，准备练习在英语听力教学中有着积极的作用。语言方面的准备练习可以显著提高学生掌握听力材料中信息的能力，还可以提供给学生听力中需要而材料中欠缺的信息以提高他们对于文章细节的理解，背景资料方面的练习还可以影响学生对于隐含信息的理解并帮助学生掌握文化习俗等方面的差异，理解技能方面的准备活动会改善学生的听力理解方法。总之，适当的准备练习可以对学生产生积极的影响，从而提高他们的听力理解能力。基于这些发现，本文对大学英语听力教学提出了一些建议，希望能为教师设计听力理解前的准备练习提供有价值的参考。
关键词：准备练习 听力理解 语言能力 数据分析
ABSTRACT :Some teachers neglect the importance of the pre-activities in their teaching of listening comprehension, though it has been claimed that pre-activities can improve learners’ listening comprehension. To help learners benefit more from the research achievements, this thesis first reviews and analyzes the theories and studies related to listening comprehension and then the researcher designs an empirical experiment to investigate the influence of pre-activities on students’ listening comprehension. The data is collected by means of a questionnaire, participants reflection sheets and listening test, the finding of the study is that preparatory activities can provide learners with the information they need and thus improve their listening comprehension specifically. It can be divided as follows: linguistic pre-activities significantly improve learners’ processing of factual information. Pre-activities can provide learners with the information they need but do not have and improve their comprehension of specific texts. Background pre-activities can influence learners’ comprehension of implicit information and help them grasp cross-culture differences. While pre-activities deals with approaches can provide students with appropriate comprehension skills from which they can benefit a lot. Generally speaking, adequate pre-activities can more or less smooth the way for students’ overcoming the listening barrier and improve their listening comprehension ability to some extent. Based on the findings, the thesis puts forward implications for teaching listening at colleges. It is expected that the study will be of some value to teachers’ design of pre-activities in listening classes.
Key words: pre-activities listening comprehension linguistic proficiency data-analysis
Chapter One Introduction
1.1 Significance of the study
With the improvement of globalization and international cooperations, more and more learners attach importance to the improvement of their listening proficiency because “to engage in any form of communication, they have to understand and react to what has been said”(Cross,1991,p.244). To help them achieve the goal efficiently, many scholars have devoted themselves to experiments and studies in various listening classes. After decades of hard work, they have revealed that pre-listening activities can provide learners with necessary knowledge, connect the new content more meaningfully to prior knowledge and get them psychologically prepared in their immediate listening process. Meanwhile, the activities can foster learners’ interest, create positive atmosphere and stimulate them to learn more in a long run
Unfortunately, at present, many textbook writers somehow neglect the importance of pre-listening activities and in some books even if there does exist the pre-listening activities, they are not very suitable to the contents of the listening materials, thus teachers can’t make full use of them in their teaching.
目录：Cover pages…………………………………………………….……………………………….….i
Abstract (in English)…………………………………………………….……………………….. iii
Abstract (in Chinese)…………………………………………………………………………….. iv
Acknowledgments…………………………………………………………………………………v
Table of Contents…………………..…………..……………………………………………………vi
Chapter One Introduction
1.1 Significance of the study………………………..…………………….…………..1
1.2 Thesis statement…………………………………………………………………2
1.3 Statement of the research questions……………………………………………2
1.4 Overview of the thesis……………………………………………………… ………………3
Chapter Two Literature Review
2.1 Definitions of listening and comprehension…………………………………………………..4
2.1.1 Listening……………………………………………………………………………….…..4
2.1.2 Comprehension……………………………………………………………………….…5
2.2 Two types of views of listening…………………………………………….…..………………6
2.2.1 Listeners as passive language processors………………………………………….…….6
2.2.1.1 Typical views……………………………………………………………………..6
2.2.1.2 Problems with the passive listening theory………………………………………6
2.2.2 Listeners as active builders……………………………………………………………11
2.2.2.1 Definition and stages of active listening…………………………………….…11
2.2.2.2 Distinctive features of active listening………………………………………..….12
2.3 Factors that influence listening comprehension………………………. ………………..……..15
2.3.1 Material…………………………………………………………………………………..15
2.3.1.1 Content……………………………………..……………………………………15
2.3.1.2 Language …………………………..……………………………………..……16
2.3.1.3 Manners of speakers………………………………………………………..…..17
2.3.1.4 Types of texts………………………………….……………………………..…..17
2.3.1.5 Physical setting…………………………………….……. ………………………..17
2.3.2 Listener ………………………………………………………………………………..18
2.3.2.1 General factors ………………………..….…….….…..…..…..….….18
2.3.2.2 Intellectual factors…………………………………………………………..…18
2.3.2.3 Psychological and physical factors…………………………………………..….19
2.4 Memory………………………………………………………………………………………..20
2.4.1 Short term memory (STM), working memory and long term memory (LTM) ……………………………………..……………………………………..…..20
2.4.2 Specification of knowledge in LTM……………………………………………..….21
2.4.2.1 Schema theory……………………………………….. ………………………21
2.4.2.2 Anderson’s view………………………………………………………….…..23
2.5 Previous studies on preparatory activities …………………………………….…..……..….24
Chapter Three Research
3.1 Introduction…………………………………………………………….…..……..…………..26
3.2 Participants……………………………………………………………………………..26
3.2.1 Learning experience……………………………………………………..………….…27
3.2.2 Listening styles…………………………………………………………………………..27
3.2.3 Listening proficiency………………………………………………………………27
3.3 Data collection method……………………………………..…………..…………..……….27
3.3.1 The questionnaire…………………………………….….……….…………….….….28
3.3.2 The reflection sheets……………………………….……………………….…………..28
3.3.3 Listening materials………………………………………………………. ….28
3.4 Procedures………..………………………………..…………. ………………. …..30
Chapter Four Data Analysis and Discussion
4.1 Data collected in the training process…………………………………………………….…..32
4.1.1 Preparatory activities on cultural background………………………………………….32
4.1.1.1 Listening material about a “customer survey”… ………………………………..32
4.1.1.2 Pre-Activities on customer’s psychological feeling………………………………32
4.1.1.3 The findings……………………………………..………………………..………….33
4.1.1.4 Discussion……………………………………………….………………………….34
4.1.2 Pre-activities on technical terms………………………………………………………….35
4.1.2.1 Listening material about weather forecast……………………………………….35
4.1.2.2 Pre-activities on words describe some weather phenomenon…………………35
4.1.2.3 The findings…………………………………………..…………………………….36
4.1.2.4 Discussion…………………………………………………………………………37
4.1.3 Pre-activities on Procedure of sequences…………………………………………..…..38
4.1.3.1 Listening material about artificial respiration………………………………..38
4.1.3.2 Pre-Activities on procedures of artificial respiration…………………………..38
4.1.3.3 The findings……………………………………………………………………..39
4.1.3.4 Discussion ……………………………………………………………………..…..40
4.1.4 Preparatory Activities on situational events………………………………………….40
4.1.4.1 Listening material about something happens in a bank……………………….…40
4.1.4.2 Preparatory activities on explanation of bank system……………………………41
4.1.4.3 The findings…………………………………………………………………………41
4.1.4.4 Discussion……………………………………………………….…………………42
4.2 Data collected in the pre-test and the post-test……………………………………………43
4.2.1 Approaches to handle the texts on the whole…………………………………………44
4.2.2 Approaches to handle the content of the texts……………. ……………………………46
4.2.3 Ability to activate their background knowledge………………………………………..47
4.2.4 Ability to make inferences……………………..………………………………………49
4.3 Implication …………………………………………………………………………………..50
4.3.1 Designed to learners’ needs………………………………..………………………….…..51
4.3.2 Designed to specific listening materials…………………………………………………51
4.3.3 Designed to tap learners’ potentials …………………………………………………..51
4.3.4 Avoid information-laden…………………………………….…………………………52
4.3.5 Arrange appropriate time for preparation …………………….…………………….52
4.4 Limitations ………………………………………….……………………………………….….53
Chapter Five Conclusions…………………………………………….……..….54
Bibliography ……………………………………………..……. …..……..…….……..…….…..…..55
Appendix Ⅰ……………………………………………………..………..……………..….….56
Appendix Ⅱ……………………………………………………………………..…………….….….61
Appendix Ⅲ………………………………………………………..………..….….……………..64
Appendix Ⅳ……………………………………………….………………………….…….6
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作者点评：The thesis studied the influence of different types of preparatory activities on listening comprehension and data were collected through a questionnaire participants’ reflection sheets and listening tests. The research demonstrated positive results and the findings could be summarized as follows:
Linguistic preparation directly influences learners’ performance. In the research learners’ limited language proficiency was always a major obstacle to their comprehension. Linguistic preparation explained the meaning of new words and how to understand the complex sentences, With the help, learners easily extracted the answers and improved their performance.
Background preparation contributes to learners’ performance. In the research,
answers to some certain items were not presented clearly. Learner had two ways to work them out Firstly they could catch the relevant information in the text and process the new material with the help of their knowledge systems in a direction set by the items, Secondly they could create some assumptions out of their background knowledge and modify them according to the material and items.
To what extent learners can benefit from preparatory activities depends largely
on their linguistic proficiency and listening strategies. In the study, participants with higher linguistic proficiency could take in more new information in their preparation; while those at a lower level tended to be confused by information-laden preparation. Meanwhile, subjects with effective comprehension skills could apply new methods more efficiently in their listening process than those without them.
Preparatory activities can improve learners’ comprehension by providing the informa-
tion or skills required in specific texts. In the research, the linguistic preparation helped them process the explicit information. The background preparation helped them process
the texts in a top-down manner and explore their implications. Other activities helped of different types of preparatory activities, the EG outperformed the CG on their comprehe-
nsion of the eight texts.
Preparatory activities can improve learners’ listening proficiency by reshaping their
perceptions of listening comprehension and helping them automatically resort to effective and efficient approaches to handle the texts and the items. According to the EG’s performance and reflection, the training program helped them realize that listening was selective and they should focus their attention on information required in the exercises. They also learned to activate their background knowledge and make inferences when answers were not explicitly stated. With the help, the EG significantly exceeded the CG in the post-text, though no preparatory activities were designed in it.
