大学英语听力理解过程中的障碍因素及对策论文(编辑修改稿)

大学英语听力理解过程中的障碍因素及对策论文(编辑修改稿)内容摘要：

s in university usually contact with speech materials of GA (General American) voice 8 system that is the American pronunciation, so they feel it very difficult to adapt to. Difficulties on the part of learners (1) Lack of knowledge of English pronunciation. Questionnaire survey shows that 65percent of learners in secondary schools did not systematically study English phoic knowledge, and 73percent of learners did not inquire into the rules of read aloud of liaison, lost plosive, stress and reduction, and do not handle these skillfully. Therefore, obstacles of the voice bee the first “stumbling block” in their listening prehension (王年英， 2020). (2) Lack of knowledge of English language Learners do not know well about language phenomena of English and do not have enough accumulation, such as the usage and collocation. Therefore, when they hear of a part of information of these expressions, they can not predict or speculate the others. For example, they can not directly predict “cheeks” to be after “rosy” by the usage when they heard the word “rosy”. Similarly, hearing such an expression as “he flew into…”, they can not quickly speculate it should end with a word such as “rage” by virtue of the good language sense. It is a major problem for Chinese learners in the listening. (3) Lack of relevant background knowledge Language is the carrier of culture. Anderson and Lynch have pointed out: “Lacking sociocultural, historical facts and background knowledge will be obstacles of listening prehension, because language itself is used to transmit culture (Anderson, A. and T. Lynch, 1988).” Listening materials display all aspects of the culture and the epitome of knowledge, such as science and technology, customs, famous persons, history and geography, health, education and other social problems. However because of lacking relevant mon sense and foundation knowledge, the listeners distort the information and even do not know the content of materials which are the carriers of these above mentioned. (4) No enough time English learners tend to spend more time and energies on reading but less on listening, so they contact with listening materials very limitedly. In the survey, 84percent of the learners frankly expressed that they spent time on listening less than two hours outside listening classes every week。 11percent of them spent four or more hours and 5percent of 9 them even spent less than an hour(董本友， 2020). (5) Emotional factors Emotions in language learning are the learners39。 sentiments, feelings, affectivities and attitudes and so on, which affect their conducts during the learning process. Results of the survey show that, 100percent of students believe that their emotional factors directly affect their listening effectiveness。 75percent of them think that their listening obstacles include emotional factors(郑锡良， 1991). The main negative emotions are: 1) no interest in learning English, “do not like to listen”, 2) nervous, “afraid I can not understand it”, 3) anxiety, “worry about having bad scores”, 4) frustration, “after listening but do not prehend anything”, 5) lack of selfconfidence, “my level of listening is low”, 6) attention can not be concentrated sustainedly, “usually desert during listening process”. 10 Chapter 2 Tactics to Resolve the Obstacles Listening and vocabulary Most people always believe that the more listening, the better the capability of listening prehension bees. There is no denying that more listening is a positive way to improve the ability of listening prehension, but the level of listening depends on neither listening times nor the length or difficulty of contents. It prehensively shows a person39。 s knowledge of English, which bases on the vocabulary. Vocabulary plays a vital role in English study, which is the basis of all the training, and naturally the listening is not exception. In listening prehension, each dialogue, passage and discourse are posed of sentences, whose basic unit is word or phrase. During listening, we can imitate the sound we heard, but if we do not mand a certain number of vocabularies, we will not be able to link the word which the sound represents and know its meaning. Therefore, theoretically speaking, the amount of vocabulary determines the degree of listening prehension from a side. The level of listening is a prehensive reflection of a person39。 s English knowledge, and the vocabulary is the basis of all the English knowledge. Correlation of listening and reading Many people have learned English for many years, but may not be able to understand what others said, even if the sentence is very simple. However, if the English written materials are read by them, even though there are some new words, they can also understand or prehend in general. This situation not only exists among English selflearners but also among the students trained formally, in varying degrees. At present, in English teaching, although the difficulty of listening training materials tends to be lower tan the reading materials39。 , but generally speaking, the students‟level of listening is still lower than their level of reading. In essence, this situation bears on the characteristics of listeningreading mental activity in the foreign language teachinglearning environment. In Foreign Language Teaching, listening, speaking, reading and writing the four skills start at the same time, but in fact ,as a result of the teaching syllabus, content, timing, methods, learning environment, individual differences and other factors, the four skills can 11 not develop at the same pace. For example, students spend more time on reading training than listening training and they usually read silently, so there is an imbalance development between the auditory and visual ans.。