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Strategies and Skills for Promoting Listening
Competence
(论文中,英文用Times New Roman字体,汉语用宋体,行距1.3倍.本页皆居中.居中,Times New Roman三号,黑正体.如有副标题,用冒号将主、副标题隔开.)
The Thesis for Obtaining BA from School
Of Foreign Languages and Literature, HBUAS
(Times New Roman四号,正体.)
By
Zhang San
Supervised
By
A/Prof. Deng Yuzhen
(论文中教师职称按照实际情况写)
June 2, 2017
Signature
(居中,Times New Roman,三号,正体.)
The thesis Strategies and Skills for Promoting Listening Competence by Zhang San was reviewed and approved by A/Prof. Deng Yuzhen on June 2, 2017.
(首行右缩4字符,Times New Roman小四号正体,行距1.3倍,两端对齐.)
Supervisor________________(Signature)
Abstract: A number of people have frequently made the point that the total time and individual engage in munication; approximately 9% of which is devoted to writing, 16%to reading, 30%to speaking, and 45% to. .
.
Key words: promoting English listening; strategies; skills
摘要首行右缩4字符,Times New Roman 五号正体,行距1.3倍,两端对齐.
Abstract和Key words黑体,五号正体.关键词应是3至5个名词,分号隔开.关键词部分首字母小写.
内容摘要：据统计,听,说,读,写在人们的语言使用中各占的时间比重一般是听45%,说30%,读16%,写9%.
.
摘要首行右缩4字符,Times New Roman 五号正体,行距1.3倍,两端对齐.
关键词: 英语听力的提高;策略;技巧
摘要和关键词黑体,五号正体.关键词应是3至5个名词,分号隔开.
Acknowledgements
居中,Times New Roman,三号,正体.
The paper was pleted in June 2017, and many people have helped with it. Here I would particularly like to acknowledge my respectable supervisor, A/Prof. Deng Yuzhen, for the valuable advice that she has given to me in the writing of this paper, in addition to what she has taught in her class on how to prepare and write the paper. I also want to acknowledge the teachers in School of Foreign Languages and Literature of Hubei University of Arts and Science who provided me with rich information and gave me great encouragement. Besides, my friends should also be acknowledged for their kind and generous help.
首行右缩4字符,Times New Roman,小四号正体,行距1.3倍,两端对齐.
Contents[LU1] 居中,Times New Roman,三号,正体.
(目录部分标题中,所有实词首字母都大写;)
Abstract........................................................... 1
内容摘要.......................................................... 1
1. Introduction...................................................... 2
2. Listening Comprehension Process..................................... 3
2.1.The Stage of the Language Receiving............................. 3
2.2. The Stage of Comprehension..................................... 3
2.3. The Stage of General Cognition.................................. 3
3. Characteristics of the Listening Process................................ 3
3.1. Spontaneity.................................................. 3
3.2. Context..................................................... 3
3.3. Visual Clues.................................................. 4
3.4. Listeners Response............................................ 4
3.5. Speakers Adjustment.......................................... 4
4. Common Listening Barriers.......................................... 4
4.1. Low Speed................................................... 4
4.2. Shortage of Imagination and Ability............................... 4
4.3. Not Seizing the Main Points..................................... 4
4.4. Lack of Background Information................................. 44.5. Lack of Coherent Remembering Ability............................ 45. The Ways to Improve College English Listening......................... 4
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5.1. Pronunciation................................................. 5
5.3. Vocabulary................................................... 5
5.4. Background Knowledge........................................ 5
5.5. Notes....................................................... 5
5.6. Multi-media.................................................. 5
5.6.1. Issues about Traditional Listening Educational Model............ 5
5.6.2. The Use of Modern Teaching Equipment...................... 5
5.7. Practice..................................................... 5
6. The Ways to Improve Your Listening Skills and Ability.................... 5
6.1. Listening.................................................... 6
6.1.1. Listen-really Listen-to One Person for One Day................. 6
6.1.2. Create a Receptive Listening Environment..................... 6
6.1.3. Dont Talk When Im Interrupting............................ 6
6.1.4. Dont Overdo It.......................................... 6
6.1.5. Practice Mind-mapping.................................... 6
6.1.6. Be Alert to Your Body Language............................ 6
6.1.7. Abstain From Judging..................................... 6
6.1.8. Listen With Empathy..................................... 6
6.1.9. Be Sensitive to Emotional Deaf Spots........................ 6
6.1.10. Create and Use an Active-listening Attitude.................. 6
6.2. Speaking.................................................... 7
6.3. Reading..................................................... 7
6.4. Writing...................................................... 7
6.5. Tips for Being a Good Listener................................... 7
6.5.1.Pay Attention............................................ 7
6.5.2.Show That You Are Listening............................... 7
6.5.3.Provide Feedback......................................... 7
6.5.4.Defer Judgment.......................................... 7
6.5.5.Respond Appropriately.................................... 7
7. Conclusion....................................................... 7
References......................................................... 8
Appendix.......................................................... 9
注意：
1.目录的页码和正文分开的方法是：
①在目录后面插入一个分节符(下一页),例如在目录部分通过插入--页码--格式,设置页码格式为I、II、III,确定.②在正文部分：插入--页码--格式--设置格式为1、2、3,记得将下面的续前节改为起始页码输入数字 1 即可.
2、如果自动生成的目录部分都是大写字母,请全选整个目录,按右键,把字体栏目下的小型大写字母取消,然后把字体改为Times New Roman即可.
A4纸打印,两端对齐,行间距1.30倍[wbh2] ,正文上下边距2.54cm,左右3.17cm
Strategies and Skills for Promoting Listening Competence
Times New Roman 三号正体,居中
Major: English Education
Student No.:07505002
Name: Wang Wenjuan
Supervisor: Deng Yuzhen
左顶格,Times New Roman 小四正体.
Abstract: A number of people have frequently made the point that the total time and individual engage in munication; approximately 9% of which is devoted to writing, 16%to reading, 30%to speaking, and 45% to左顶格,Times New Roman五号,黑正体.
.
. 左顶格,Times New Roman,五号正体,行距1.3倍,两端对齐.
Key words: Promoting English listening; strategies; skills
左顶格,Times New Roman五号,黑正体.
内容摘要：据统计,听,说,读,写在人们的语言使用中各占的时间比重一般是听45%,说30%,读16%,写9%.
.左顶格,宋体,五号正体,行距1.3倍,两端对齐.
关键词:英语听力的提高;策略;技巧
(内容摘要和关键词黑体,五号正体.关键词应是3至5个名词,分号隔开.)
1. Introduction标题左顶格,Times New Roman小三黑体正体.一级标题与段后间距0.5行或6磅(在原1.3倍基础上进行,下同).正文排版两端对齐.
With the numerous countries entry into WTO, the future world economy will realize the integration, and this also requests the language integration, namely in the worldwide scale, so an international language is needed, and English is such a kind of language. It is hard to improve ones English listening prehension, though according to the foreign language study, 45% information is obtained from listening, 30% from speaking, 16% from reading, and 9% from writing. These data show that English listening plays an important role in English learning. Moreover, the author knows from the investigation and study that many people already begin to use modern teaching device such as the broadcast, television, radio, cassette player, VCD, puter and other multimedia tools to train their listening ability. It is difficult to learn English listening for many students.
注意：所有一级标题用小三号黑体; 一级标题与前段之间空一行,与后段间距0.5行;
所有二级及以下标题用小四号(不黑体),与前段间距0.5行;
所有正文内容用小四号;
正文行距为1.3倍; 上下边距2.54cm,左右3.17cm
2 Listening Comprehension Process
Listening is a kind of plicated process, as Wallace (1992: 37-38) proposes, it is not just a question of interpreting the description of facts, phenomena, or behaviour but of being aware of a range of different attitudes to them, even if we do not personally share those attitudes. During listening, each source of information contributing to a prehensive reconstruction of the meaning of the text (Eskey, 1988:94). That is,. 引文来源：(姓氏,年份：页码)
2.1.The Stage of the Language Receiving二级以下标题仅与前段间距0.5行或6磅(在原1.3倍基础上进行,下同).
The stage of the language receiving is the first step of the listening prehension. In this stage, listeners mainly identify some characters from objective languages pronunciation, syntax and meaning of a word, and then receive as well as analyze this information. For example, .
2.2. The Stage of Comprehension
Comprehension is a plicated and multi-gradation process. It is not only a process that distinguishes pronunciation, word and sentence to prehend the whole article, but also a process requests the coherence in the beginning and the ending, think over and over again, and a deep understand. In this stage,....
2.3. The Stage of General Cognition
The main task of this stage is to analyze, choose and arrange the information that heard and kept in the short-term memory, and then keep in the long-term memory, for accumulating the knowledge in listening channel. At this time, because the listeners capacity of
3. Characteristics of the Listening Process(级标题与段前间距空1行,与后段间距0.5行(在原1.3倍基础上进行,下同).)
From the previous section the listeners have seen that there is a great variety of situations where they need to listen to English. It is important to understand the characteristics or processes behind these listening situations so that the teachers can design appropriate activities to students develop effective listening strategies.
Generally speaking, listening in real life has five characteristics, that is, Spontaneity, Context, Visual Clues, Listeners Response and Speakers Adjustment. (Ur,1984:21-34)
3.1. Spontaneity
While some of the things that the listeners listen to be rehearsed, e.g. radio news, television news and shows, movies, theater, and some formal lectures,..
3.2. Context
Both the listener and the speaker in real life usually know the context of listening. In other words, .
3.3. Visual Clues
The listeners can frequently see the person whom they are listening to. This means
3.4. Listeners Response
Most of the listening in daily life allows the listener to respond to the speaker, such as.
3.5. Speakers Adjustment
In most cases, the speaker is talking directly to the listener, so he or she can adjust the way of .
4 Common Listening Barriers
Listening as an important prehensive skill is being paid attention to and grasped by more and more people. Simultaneously people deeply feel the difficulty in grasping this skill. According to investigation and research, the author discovered that the listeners difficulty mainly displayed in the following several aspects:
4.1. Low Speed
The author frequently hears that listeners plain about the listening speed excessively fast, the information flashed and
4.2. Shortage of Imagination and Ability
Majority listeners try their best to understand the whole article word by word, as soon as students meet difficulties in one word, .
4.3. Not Seizing the Main Points
As if some listener understood each sentence, but cannot speak out the real meaning of the whole text, because they are not good at gaining the main points and .
4.4. Lack of Background Information
We often discover that when listener hear some familiar materials, it is easy for them to
4.5. Lack of Coherent Remembering Ability
The listener can understand the word meaning, but cannot remember the contents after listening, when they listen to the following contents and then they fet the former contents,
5 The Ways to Improve College English Listening
In a word, listening is the synthesis application ability of pronunciation, grammar and vocabulary.
5.1. Pronunciation
Especial the first step of listening prehension is that accepts pronunciation information, therefore
At the same time, article, some pronoun, auxiliary, conjunction and some prepositions are generally not stressed in sentence from the spoken language grammar. A research indicates that there are 19 mon words are weak-read on 90% occasions in continuity conversation, such as: at, of, the, to, as, and, or, a, his, an, but, been, for, her, we, he, shall, was, them and so on(Dick and Baley,1991:21-26). 引文来源：(姓氏and姓氏,年份：页码)
5.3. Vocabulary
Obviously, to associate and infer positively through the word meaning is more advantageous in prehending the real connotation.
5.4. Background Knowledge
Everyone can discover frequently, when listeners are familiar with background material, the listeners can understand it easily. On the contrary, regarding oneself non-familiar or pletely strange content, achieving the similar degree is more
5.5. Notes
This is a task that requires the listener to take notes while listening. Usually, it is done with a guide of a table with heading given.
5.6. Multi-media
5.6.1. Issues about Traditional Listening Educational Model
Over a long time, listen to the recording material - check the answer - listen to the recording material again.
5.6.2. The Use of Modern Teaching Equipment
Putting multimedia and electrical audio-visual equipment to use is an important way to reform teaching method and realize teachings modernization.
5.7. Practice
Listening is a skill requiring a lot of practice. It is right that paying attention to listening skill, but once the skill separates from the practice, it just be an armchair strategist. .
6 The Ways to Improve Your Listening Skills and Ability
The purpose of middle school English teaching is to improve the students four skills of listening, speaking, reading and writing, But this is not the final purpose. The final purpose is to lot let students be able to use the language....
6.1. Listening
The teachers often speak of the four skills- listening, speaking, reading and writing.
6.1.1. Listen-really Listen-to One Person for One Day.
Choose one person you could relate to better. Commit to listening to them-not just hearing them-for one day. ....
6.1.2. Create a Receptive Listening Environment.
Turn off the TV. Hold your calls. Put away your spread sheets and silence your puter. ...
6.1.3. Dont Talk When Im Interrupting.
If someone else is interrupting, avoid the temptation to reply in kind. Itll just raise the ...
6.1.4. Dont Overdo It.
Sometimes newers to the skill of listening can get carried away. They know theyre supposed to have eye contact, ...
6.1.5. Practice Mind-mapping.
An excellent method for note taking is mind-mapping. ....
6.1.6. Be Alert to Your Body Language.
What you do with your eyes, face, hands, arms, legs, and posture sends out signals as to ...
6.1.7. Abstain From Judging.
As someone once advised, Grow antennae, not horns. If you prejudge someone as shallow or ...
6.1.8. Listen With Empathy.
No matter how outrageous, inconsiderate, false, self-centered, or pompous the person ...
6.1.9. Be Sensitive to Emotional Deaf Spots.
Deaf spots are words that make your mind wander or go off on a mental tangent. They...
6.1.10. Create and Use an Active-listening Attitude.
Learning to be an active listener is like learning to be an active jogger. It takes effort. ...
6.2. Speaking
Speaking cant be taught separately. It is often connected with listening. So we often speak of listening and speaking.
6.3. Reading
Reading is an important way of gaining information in foreign language learning.
6.4. Writing
Writing is one way of providing variety in classroom procedures. It provides a student with
6.5. Tips for Being a Good Listener
6.5.1.Pay Attention
Give the speaker your undivided attention and acknowledge the message. Recognize that ...
6.5.2.Show That You Are Listening
Use your own body language and gestures to convey your attention...
6.5.3.Provide Feedback
Our personal filters, assumptions, judgments, and beliefs can distort what we hear. ...
6.5.4.Defer Judgment
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. ...
6.5.5.Respond Appropriately
Active listening is a model for respect and understanding. You are gaining information and...
7 Conclusion
In brief, listening prehension not only requests the listeners to have good language knowledge and non-language skill, but also needs the listener to transfer each language factor and the non-language factor as far as possible, such as pronunciation, syntax, word meaning, background knowledge, listening skill, individual experience and so on, of course, .
References(参考文献另起一页.顶格Times New Roman,小四号黑体,段后0.5行或6磅(在原1.3倍基础上进行).
[1] Brown, D. Teaching by Principle: An Interactive Approach to Language Pedagogy [M]. 北京：外语教学与研究出版社,2000. (英文书名、期刊名斜体.单作者时,先姓(全写)后名(缩写).名也可全写,但前要保持后一致.需标明出版地：出版社,出版时间)
[2] Connor, U. K. Asenavage. Peer Response Groups in ESL Writing Classes [J]. Journal of Second Language Writing,1994 (3):257-276.( 期刊中的文献,需标明年份.(第几期)：起止页码.
)
[3] Cook, V. Second Language Learning and Language Teaching [M]. London: Arnold, 1991.
[4] Sperber, D. D. Wilson. Relevance: Communication and Cognition[M]. Oxford: Blackwell, 1986/1995. (英文书名、期刊名斜体.两作者时,先姓(全写)后名(缩写)and先名(缩写)后姓(全写) .名也可全写,但要保持前后一致.)
[17] Tabor, W. Syntactic Innovation: A Connectionist Model[D]. Ph.D. Dissertation. Stanford: Standford University, 1994.(学位论文标注同下：[20],但文章名斜体)
[18] 崔虹兵. 积极创设英语情景,激发学生学习英语的兴趣[J].中小学英语教学与研究, 1993 (5): 12-15.
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[20] 唐其敏. 英语经济语篇中的隐喻.硕士学位论文[D]. 重庆：重庆大学,2003.
(Times New Roman,五号字体;中文宋体,五号字体;学位论文的标注：作者名.文章名[D]. 作者就读学校.年份.)
论文集论文
Bergmann, Merrie. Metaphorical Assertions[A]. Davis, Steven. Pragmatics: A Reader[C]. New YorkOxford: Oxford University Press, 1991:485-494.(文章名不斜体,论文集名斜体)
文秋芳. 英语学习者动机、观念、策略的变化规律和特点[A]. 文秋芳、王立非. 《英语学习实证研究》[C]. 西安：陕西师范大学出版社,2003：255-259.
网上文献
Jiang, Yan. The Tao of verbal munication: An elementary textbook on pragmatics and discourse analysis[OL]. .polyu.edu.hk/～cbs/jy/teach.htm(accessed 30/4/2006).
王岳川. 当代媒体的网络文化与电视批评[OL],.blocchina./new/ display/58592.html/(2005年11月18日读取).
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