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English Listening Strategies-英国论文范文

2016-09-02 | 来源:51due教员组 | 类别:更多范文

英国论文代写精选范文:“English Listening Strategies”,这篇文章主要讲述了对学习英语的学生来说,听力理解似乎通常是语言学习的不同技能中最难掌握的一项。因此,出现了许多学说来帮助我们进行更有效的听力任务,这些学说设计出一些更有用的实践练习。有一个方法说到由于听力理解是由单词构成的,可以对于特定单词进行抓词训练,同时它也建议要运用一些听力的战略,从理论上使听力变得更加容易。仅管这并不难理解也似乎很有诱惑力,但掌握听力理解的策略对于学生来说就意味着更多的不必要的练习而不是真正意义上的提高。

首先,它对学生的成绩有负面影响,这种对于听力理解的方法轻视了实践练习的重要性。1998年相关领域专家就曾明确表达,“十五年来,这一直是不言自明的,更多的阅读并不一定意味着更好的阅读。”(112页)。最重要的是,专一的技能培训就意味着无法整体性地提高听力理解。其次,由于不同类型的练习需要不同的策略,学习者可能表现不佳,无法广泛地使用这些策略。总之,从属练习可能会对学生产生消极的影响。

关于听力理解方法的缺点-Disadvantages of the Strategical Approach of Comprehension

For students of English, it is listening comprehension that usually seems to be the hardest to master among the different skills of language learning. Therefore, there are numerous theories published in order to make listening tasks more effective and to devise more useful types of practice. One of these methods proposes the separate improvement of particular sub-skills, of which listening comprehension is claimed to consist, and it also suggests the application of listening strategies, which theoretically make listening easier. It is not hard to realize, though, that however tempting they might seem, the strategic approach of listening comprehension means more needless work to students than improvement.

To begin with, it has a negative effect on students' results that this approach of comprehension underestimates the importance of practice. As Field (1998) formulates it, "For fifteen years it has been axiomatic that more reading does not necessarily mean better reading." (p. 112). First, this can mean that the exclusive training of sub-skills does not allow comprehension to improve as a whole. Second, since different types of exercises require different strategies, learners might perform badly in the types not practised extensively. In summary, the subordinated role of practice can have a negative effect on students.

The second reason is that the exclusive use of authentic texts can significantly slow down the progress of students at a lower level of proficiency. First, as the strategic approach fails to realize the importance of grading texts, it can be unnecessarily difficult although the more one can understand in a listening task, the more useful the particular task is, (Ridgway, 2000). Second, a less proficient student might lose motivation if the listening texts seem to be impossible to understand. Third, the theory of listening strategies suggests predicting the meaning and guessing unknown words from content; that, however, can lead to the reduced expansion of vocabulary. To summarize, the use of authentic texts can mean a definite disadvantage on certain levels of proficiency.

Finally, one could say that listening strategies can prove extremely helpful for learners, but actually it consumes a significant amount of resources to practice these techniques. On the one hand, practising each of these techniques separately consumes a far larger amount of time than a student could afford at the expense of training other areas of language proficiency. On the other hand, the constant effort to choose the appropriate strategy can be very difficult and exhausting for students and is often futile; Field (2000) himself tends to admit this, as well, "it seems that they may not be capable of employing it appropriately in relation to a particular listening text or of combining it successfully with other strategies that they have encountered." (p. 192). To summarize, the application of strategies requires more time and energy than the advantages it provides.

In conclusion, it can be seen through various reasons that the strategical approach of comprehension is not as beneficial for students as it might seem in the beginning. First, it provides a smaller amount of practice for the students. Second, the extensive use of authentic texts suggested by this theory can be inappropriate for certain students. Third, the strategy-based approach is definitely more time- and energy-consuming than it is helpful. From the above mentioned points, it is clear that the use of different strategies is not required for effective language learning. 

参考文献-References:

Field, J. (1998). Skills and strategies: towards a new methodology for listening. ELT Journal, 52(2), 110-118.

Field, J. (2000). 'Not waving but drowning': a reply to Tony Ridgway. ELT Journal, 54(2), 186-195.

Ridgway, T. (2000). Listening strategies- I beg your pardon?. ELT Journal, 54(2), 179-185.


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