筆記在英語(yǔ)聽力理解中的作用分析研究英語(yǔ)教學(xué)專業(yè)

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1、 The Function of Note-taking in Listening Comprehension Abstract Listening, speaking, reading and writing are the four important parts of language learning, among which listening is considered as the largest part in English communication. For a lo

2、ng time, listening teaching has always been an indispensable part of English teaching. The process of listening teaching aims to enable students to understand the speaker’s intention accurately and master an effective language communicative ability rather than only a single word or a sentence. In r

3、outine English listening teaching classes, teachers seldom taught the students how to listen to the material, but more often just “poured” a huge number of listening materials to students. In the long run, students would find such teaching model boring and finally lose the interest in listening. For

4、 the above mentioned reason, listening in English teaching has been the “bottleneck” in China for many years. There hasn’t been an effective way or model to improve students’ listening comprehension proficiency yet. For most of the students, listening is always a weak link in their English study. No

5、te-taking is an important learning strategy. In view of the problems that exist in students’ English listening comprehension and the characteristics of listening comprehension, this thesis will analysis the function of the note-taking and provide the effective teaching method for teachers. The stud

6、y has positive implications not only in listening teaching but also in the whole English teaching process. Key Words: Note-taking; Listening Comprehension; Teaching implication 摘要 聽、說(shuō)、讀、寫是英語(yǔ)語(yǔ)言學(xué)習(xí)的四個(gè)重要組成部分，其中聽是語(yǔ)言交流的重要手段，是語(yǔ)言輸入的兩個(gè)途徑之一。長(zhǎng)期以來(lái)，聽力教學(xué)一直是英語(yǔ)教學(xué)中不可或缺的一部分。聽力教學(xué)的目的是要讓學(xué)生準(zhǔn)確理解說(shuō)話者的意圖

7、并掌握有效的語(yǔ)言交際能力，而不是只要求學(xué)生能聽懂一個(gè)單詞或一個(gè)句子即可。 以往的英語(yǔ)聽力教學(xué)中，教師很少去教學(xué)生如何去聽，而更多的只是將大量的視聽材料“灌”給學(xué)生。長(zhǎng)此以往，固定單一的模式不但不能解決學(xué)生聽力上的問題，反而使學(xué)生對(duì)聽力教學(xué)失去了興趣。因此，多年以來(lái)，大學(xué)英語(yǔ)聽力教學(xué)都是我國(guó)英語(yǔ)教學(xué)的“瓶頸”，聽力教學(xué)一直沒有找到一個(gè)有效提高學(xué)生聽力水平的教學(xué)模式或方法途徑。對(duì)大部分學(xué)生而言，聽力始終是個(gè)薄弱環(huán)節(jié)。 針對(duì)目前學(xué)生在英語(yǔ)聽力和聽力理解特點(diǎn)方式的問題，本文將分析筆記在聽力理解中的作用并為教師提供相關(guān)的教學(xué)方法。本研究不僅為教師提供積極的教學(xué)方法，也為整個(gè)教育界提供一個(gè)良好的教學(xué)啟

8、示。 關(guān)鍵詞：筆記；聽力理解；教學(xué)啟示 Contents ABSTRACT 2 摘要 3 CONTENTS 4 I INTRODUCTION 5 1.1 Background of Thesis 5 1.2 Teaching Current Situation in China 6 II LITERATURE REVIEW 7 2.1 Memory and Listening Comprehension 7 2.2 Note-taking 7 2.2.1 Definition of Note-taking 7 2.2.2

9、 Function of Note-taking 8 2.3 Note-taking as a strategy for Listening Comprehension 9 2.4 Advantage of Note-taking 10 III THE SPECIFIC WAYS OF NOTE-TAKING IN LISTENING COMPREHENSION 11 3.1 Note selectively 11 3.2 Using Identifiable Notations 12 3.3 A Peaceful Mind in Listening Comprehension 1

10、3 3.4 Grasping the Key Words 13 3.5 Instant repetition or shadowing 14 3.6 Understanding the related Knowledge 14 IV FUNCTION OF NOTE-TAKING IN LISTENING COMPREHENSION 16 4.1 Note-taking improve Learners’ Listening Comprehension 16 4.2 Choosing effective Materials 17 4.3 Helping Improve Score

11、s 17 4.4 Attracting Students’ Attention 18 4.5 Providing Good Teaching way for Teachers 19 V CONCLUSION 20 5.1 Major Finding 20 5.2 Pedagogical Implications 20 5.3 Limitations and Suggestions 21 REFERENCES 23 I Introduction Listening, speaking, read

12、ing and writing are the four important parts in language learning. Research shows that adults spent 40% to 50% of communication time for listening, 25% to 30% speaking, 11% to 16% reading, and about 9% writing. Listening is the largest part in English communication. Therefore, the importance of list

13、ening can be reflected from the statistics and the teaching of listening in colleges or universities, and it should be regarded as the key task. 1.1 Background of Thesis Psycholinguists believe that listening comprehension is a course of information processing that purposefully perceives, analyze

14、s and applies the newly heard information using the original information stored in the brain. Listening teaching process aims to enable students to understand the speaker’s intention accurately and master effective language communicative ability rather than only require the students to understand a

15、single word or a sentence. In routine English listening teaching classes, teachers seldom teach the students how to listen to the material, but more often just “pour” a huge number of listening materials to students, believing that they would get the listening skills naturally after finishing these

16、tasks. Most teachers always follow this kind of teaching process: first giving students the listening materials and asking them to do exercises, then giving students the right answers and comments, and at last asking them to do the exercises again. In the long run, students would find this teaching

17、model boring and it won’t solve their confusion in the listening, and therefore they will lose the interest in this monotonous teaching model. For the above mentioned reason, listening in English teaching has been the “bottleneck” in China for many years. There hasn’t been an effective way or model

18、to improve students’ listening comprehension proficiency yet. For most of the students, listening is always a weak link in their English study. 1.2 Teaching Current Situation in China In English test of China, listening comprehension often takes the form of a listening passage followed by a set of

19、 questions. In the routine listening classes, teachers always adopt this kind of teaching process: giving students the listening material and asking them to do exercises → giving students the right answers and comments → asking students to do the exercises again. It does not mean that such kind of l

20、essons is of no value. But in the long view, students would find such teaching model boring and can not solve their real confusion in listening, thus finally lose their interest in listening. What is suggested here is that this routine approach is not the most efficient way to develop listening comp

21、rehension for students. II Literature Review 2.1 Memory and Listening Comprehension Listening comprehension is a psychological process that human’s synthetic abilities are involved in. It is closely related with memory because vast quantities of information are p

22、rocessed in listening comprehension procedure. Chen Jitang (2002) points out that memory are the precondition of comprehension in the process of receiving voice information. Atkinson R.C and Shiffrin R.M in 1968 propose the multi-stored model of memory, which describes memory in terms of information

23、 flowing through such a system: information is perceived by the sense organs and enters the sensory memory; if the original information is attended and processed within one minute, it will enter the short-term memory; information from the short term memory is transferred to the long-term memory only

24、 if that information is fully rehearsed. If rehearsal does not occur, then information will be forgotten, lost from short-term memory through the processes of displacement or decay. Listening comprehension is largely dependent on the capacity of short-term memory, for the reason that short-term mem

25、ory is the work cell of information processing, and whether the information can be transferred from short-term memory to long-term memory is determined by the intensity and frequency that information is processed in the stage of short-term memory. 2.2 Note-taking 2.2.1 Definition of Note-taking N

26、ote-taking, by definition, can be described as a process in which instructional stimuli are converted and recoded in mental units that allow the stimuli to be more easily recalled than if the learner did not participate in note-taking (Alan, 2001, cited from Weener, 1976). Suritsky & Hughes (1991) p

27、ropose that note-taking involves four broad skills: listening, cognitive processing, recording lecture content in written form, and reviewing noted information (Alan, 2001). Note-taking gives the learner the opportunity to reorganize, further develop, and incorporate personal interpretations of new

28、material into one’s cognitive structure. The process of taking notes allows students to become actively engaged in learning. Note-taking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with oth

29、er cognitive functions (Piolat, Olive & Kellogg, 2005). The person taking notes must acquire and filter the incoming sources, organize and restructure existing knowledge structures, comprehend and write down their interpretation of the information, and ultimately store and integrate the freshly proc

30、essed material. The result is a knowledge representation, and memory storage (Tamas, Jonathan, Itiel, 2009). Taking notes during lectures provides two basic purposes: it helps student understand the main points of a lecture and preserve lecture information, in the form of notes, for later study. Re

31、searchers (Di Vesta & Gray 1972; Aiken, Thomas, & Shennum, 1975; Bretzing & Kulhavy 1979; Kiewra, 1984) have long demonstrated that taking notes during lectures is advantageous for increasing comprehension and improving later recall of information. 2.2.2 Function of Note-taking Beginning with Di V

32、esta and Gray (1972), researchers have distinguished two functions of note-taking: encoding function and external storage function. The encoding function proposes that the process of recording notes facilitates information processing. It is measured by comparing the performance of students who liste

33、n to a lecture and take notes with the performance of those who listen but are not allowed to take notes. The external storage function suggests that the review of notes stored in a written form facilitates performance. It is measured by comparing the performance of students who take and review thei

34、r notes with the performance of those who take notes but are forbidden to review. Kiewra & Dubois (1991) further point out that what traditionally has been called external storage is the really the combination of encoding and external storage because students are both taking and reviewing notes. Don

35、e by absenting students from the lecture and then providing them with “borrow” notes from fellow students to review, the reclassification of note-taking functions are as follows: the original encoding function (take notes/no review), the newly classified encoding plus storage function (take notes/re

36、view), and the new, independent external storage function (borrow notes /review). 2.3 Note-taking as a strategy for Listening Comprehension The power of the strategy for facilitating learning and comprehension is usually ignored by students. Many students know very little about the process of lang

37、uage learning and could not learn on their own. Therefore, when planning strategy training, students have to be prepared to be active and interactive in their learning. Mendelsohn (1994) puts it: “One of the major responsibilities of the teacher is to develop learners’ awareness of the strategies th

38、ey use, the strategies they could add, and the value of strategies. The teacher must develop in each learner an awareness of how he or she learns, and suggest an additional strategy and/or alternative when those that the student is using do not appear to be working well. Learners will ‘buy into’ this strategy training if they see the significance and effectiveness of these strategies…