Causes of Misunderstanding and Strategies in Listening Test Abstract:Listening and speaking are the basic methods for people obtaining language information. They belong to the communication of language. According to the statistics, 45% language applied in the social practice are made complicated by listening. Therefore, listening, as a communicative behavior, plays an important part not only in everyday life but also in foreign language teaching. The theory of modern language teaching attaches more importance to the function of listening in language learning and language application. The neglect of listening teaching and the lack of science are changing. So we need to put forward more attempts. The goal of this essay is to analyze the causes of misunderstanding, and then put forward the corresponding strategies to help students to conquer their fear during the test of listening, so as to achieve high marks.
Key Words:causes of misunderstanding; strategy strategies; listening test
英语测试中造成听力误解的原因及其对策
摘要：听说是人们获得语言信息的基本手段，属于交际语言。根据统计，人们在社会实践的语言文字使用中，其中45%是通过听来完成的，因此作为人际间的语言交际行为，不论在日常生活中，还是在外语教学中，听力作为一种能力占有十分重要的地位，显得更为重要。现代语言教育理论高度重视听在语言学习和语言使用中的作用，听的教学受忽视和缺乏科学的状况正在改变。为此，提出进行多种尝试。本文通过分析英语听力测试中学生存在的四种造成听力误解的原因，即语言基本功、听读相关性、记忆能力和情绪等，提出该问题解决的对策，即加强语言基本功，扩大知识面，培养良好的听力习惯，增强短期和长期记忆能力，以愉悦、专心的心情参加听力测试，最终避免听力误解。
关键词：听力误解原因；对策；听力测试
CONTENTS
Introduction (1)
1. Current Circumstance of listening (2)
2. Causes of Misunderstanding (4)
2.1 Listening and V ocabulary (4)
2.2 The Reality Between Listening and Reading (5)
2.3 Listening and Memory (5)
2.4 Listening in Practice (6)
2.5 Listening and the Listener's Emotion (8)
3. A Questionnaire Investigating Listening Obstacles of Junior School, Senior School and College Students (9)
3.1 A Questionnaire (9)
3.2 An Analysis of the Statistics of the Questionnaire (9)
3.2.1 The Major Barriers in Listening Comprehension of Junior School Students (9)
3.2.2 The Major Barriers in Listening Comprehension of Senior School Students (9)
3.2.3 The Major Barriers in Listening Comprehension of College Students. (10)
4. Strategies in Listening Test (10)
4.1 To Strengthen Training of Basic Skills. (11)
4.2 To Pay Attention to Selecting of Listening Materials. (12)
4.3 To Pay Attention to Strategies in Training of Listening. (12)
4.3.1 Training of Listening Should be Systematic and Advanced. (12)
4.3.2 Training of Listening Should Combine Intensive Listening and Extensive Listening (12)
4.3.3 Training of Listening Should Strengthen the Guidance of Listening Skills (13)
4.3.4 Training of Listening Should Develop Students' Healthy Psychology. (13)
4.4 Training of Listening Should Increase the Frequency of Practice. (14)
4.5 Four Circumstances Should be Avoided in Training of Listening (14)
4.5.1 Just to Listen, not to Read. (14)
4.5.2 Just to Listen, not to Speak. (14)
4.5.3 To Attain the Highest Level in One Step (15)
4.5.4 To Look at the Listening Materials While Listening. (15)
5. Conclusion (15)
Bibliography (17)
Introduction
Language understanding is a very complex course of psychology. It is a core subject for linguists and psychologists to study. Listening understanding is the most common form of language understanding. Nevertheless, listening understanding has its own characteristics. Listening, as one of the methods of human language communicating, is of great importance with the development of information and international communication. Therefore, more and more people pay attention to how to promote listening. Modern theses of language teaching attach more importance to the application in listening in language learning and language using. The neglect and lack of listening in teaching are changing. Because of these, more English teachers make a lot of attempts, such as extensive listening, more listening, listening to the video and English songs and so on. But they are all lacking a whole and deep study of the factors influencing listening understanding. There are many causes which influence students?listening understanding, such as a new word, a complex sentence, the familiarity of the content, the tone and the speed and so on. What?s more, the most important factor influencing the results of listening study is the learner?s in ner emotion.
The goal of this essay is to analyze the causes of misunderstanding, and then put forward the corresponding strategies to help students to conquer their fear during the listening test to achieve high marks.
In the test of listening, many factors can result in students? misunderstand ing, such as listening and vocabulary, the relationship between listening and reading, listening and memory, listening and the operation of language function, listening and the emotion of the listener. This essay will analyze their mutual relation in the listening test from the above five factors. V ocabulary plays an important part in English learning. And it is the basis of all training. The more or less vocabulary reflects the depth of listening comprehension. Listening is not passive and negative. It is not purely a course of decoding language information. Listening is active. It is a psychological language course of recognizing and processing the information. Memory and listening comprehension have a close relationship. The course of listening comprehension is a
combination of decoding the information and reconstructing its significance. The emotion of the listener is the objective factor influencing listening.
1. Current Circumstance of listening
Listening is one of the essential skills in learning English. However, among the four skills (listening, speaking, reading, and writing), It is universally accepted that listening is often considered to be the most difficult to acquire. One major reason for students? poor listening skill is that listening is often neglected in English teaching, but even if it is not neglected, it cannot be guaranteed that students will have no problem in listening. The leading obstacles in listening comprehension involve two aspects: linguistic obstacles and non-linguistic obstacles. Linguistic obstacles include phonetic barriers, vocabulary barriers, grammar barrier and comprehensive understanding barrier, etc. And non-linguistic obstacles mainly consist of psychological barriers and cross-cultural barriers. In order to find out which are the leading listening hindrances of junior school, senior school and college students, a questionnaire is presented in the third chapter. Finally, the author probes corresponding solutions to helping the students to eli minate the listening comprehension obstacles respectively from the students? perspective and the teachers? perspective.
For a long time, English teachers did not pay a lot of attention to the training of listening. In high school English teaching, even in public English teaching in university, listening training has been a weak point. Since the test of listening became a requirement of the entrance examination, the training of listening has unprecedentedly drawn attention. How to increase the student's ability in listening to obtain a high score in the examination has been the problem of common concern of many English teachers. So to make the training effective, methods are very important. But the choice of the method and the guidance of the training strategy to students should be on the basis of understanding their listening problems. Therefore, this paper covers the study of the student's difficulties in listening, analysis of the reasons, and the strategies and methods in training listening.
Although not long before the French President Jacques Chirac left the EU summit as a fellow Frenchman spoke English, we cannot deny that the “English learning mania” has still spread fast all over the world. This is quite true in open China today. Not only has the trend been due to the acceleration of globalization of the economy and China?s entry into the WTO, which requires more and more people to have high proficiency in English, but also has been due to the higher earning and social status that people will get. However, it seems that more and more people have studied English as a second language and spent a lot of time as well as money on it, but their effort has not yielded notable results. And when being asked which is the most difficult to acquire among the four skills (listening, speaking, reading, and writing), they often complain that it is listening.
The importance of listening comprehension is self-evident. According to the survey made by Rivers and Temperly (1978), among the time an individual is engaged in communication, approximately 9% is devoted to writing, 16% to reading, 30% to speaking and 45% to listening（张庆莉2006）. And as the technique advances, people would rather listen to books than read (audio books), regarding it as more convenient and relaxing. Therefore, it is certain that bad or ineffective listening comprehension will cause great confusion or misunderstanding, and even hamper the whole communication among people. “Effective listening comprehension is one of the guarantees to carry o ut successful communication.” （张庆莉2006）Among the four skills “listening may be extremely similar to reading, wh ile the text the listener has to deal with is considerably different from the written one.”（Lin Shulin, Lin Chunyan 2004）. It is obvious that the listener has little or no control over what he or she is trying to hear. Also it is hard for him or her to make a mental picture of what the speaker is saying. One can read, speak, and write at one?s own pace, level of vocabulary and syntax, using a dictionary if necessary. But when listening, the listeners have to listen at someone else?s pace, level of vocabula ry and syntax. And no doubt in real-life listening situations, a listener can listen to something once only unless he or she makes a request to a speaker. “If the listener does not understand the
words while they are …still in the air?, it is usually too l ate.” （李冬梅2002）As society demands good-for-all English talents, listening should be regarded as the most important in English teaching. Both teachers and students know the importance of listening ability in English learning, yet the model of teaching and learning still remains the traditional model: teachers explain or translate new words, then play the tape and ask the students to do the given exercises, finally replay the tape sentence by sentence to check the answer; students are required passively to write down the meaning of new words most of which are seldom reviewed after class, and listen to the listening materials over again and again, without knowing much about listening skills and strategies. It is hard for them to improve their listening comprehension.
That?s why the author of this thesis tries to prove some effective ways to help ESL learners to master English listening skills, on the basis of the study of some linguists, language researchers and the results of a questionnaire aiming at finding out the obstacles of learners on different stages in listening comprehension. Firstly, the author introduces the barriers presented during listening comprehension. Secondly, the results of a questionnaire to survey different barriers that hinder t he students? listening understanding in junior school, senior school and college will be presented. Then the author focuses on how to develop corresponding effective listening strategies to eliminate the obstacles. It arrives at a conclusion of this paper at last.
2. Causes of Misunderstanding
2.1 Listening and Vocabulary
Generally speaking, people always think that the more you listen, the stronger your listening comprehension will be. To be honest, more listening definitely will improve the capability of listening comprehension. However, the level of listening is not all subjected to the quantity of listening, and also not all subjected to the long or short listening, even the easy or hard listening materials. Li stening shows a person?s English knowledge wholly. And the basis of all English knowledge is just the
vocabulary. V ocabulary plays an important part in English learning. It is the basis of all training, including listening. Every dialogue, discourse and text of listening comprehension is made from sentences, while the basic unit of a sentence is just a word or a phrase. On the basis of words mastered, it is also very important for students to master and recognize key words. When listening, we can imitate the pronunciation we?ve heard. But if studen ts haven?t mastered certain vocabulary, they can neither connect the word nor know the meaning of the word.
Therefore, by theory, the vocabulary reflects the degree of listening comprehension and the application of test skills.
2.2 The Reality Between Listening and Reading
Reading and listening are the natural channels to take in information. Reading is the foundation of listening, speaking and writing. Many methods can be used to improve English listening. The most basic way is to listen more and read more. English is a kind of comprehensive linguistic art. Pure listening hardly improves the command of listening. The relationship between listening and whole level of English is integrated. When listening, students always discover all kinds of fresh words, idioms and other relevant knowledge. Of course, the things that can?t be read are difficult to listen to. Therefore, students must read extensively. The reason why some people can?t understand when studying English is that learners have poor phonetics and read incorrectly. When some students learn words, they seldom pronounce aloud. So there is high-quality language input, students can make great progress by means of accumulating. It is vital to pay attention to a combination of listening and reading at ordinary times.
2.3 Listening and Memory
In a recent issue of Human Communication Research, Thomas and Levine (1994) explored the "listening" construct, examining listening from both a cognitive and behavioral point of view. In doing so, they made several inaccurate statements and positions about listening. Linear models of memory (first short-term memory, then intermediate storage, then long-term memory) do not describe listening. Like memory,
listening has short-term and long-term elements, that listening research ought to examine short-term processing more carefully than before, and that any general definition of listening ought to include all elements, including long-term elements. Additional misstatements appear concerning the role of memory in the assessment of listening. In addition to these misstatements, they ignore some extremely important constructs in listening, principally that of listener involvement. In addition, the model that they present as a causal explanation for listening behaviors has several serious flaws. Nonetheless, in focusing on some nonverbal indicators of listening, they have made a real contribution to the understanding of listening as a communication skill.
2.4 Listening in Practice
A challenge for the teacher in the listening classroom is to give learners some degree of control over the content of the lesson, and to personalize content so learners are able to bring something of themselves to the task. There are numerous ways in which listening can be personalized. For example, it is possible to increase learner involvement by providing extension tasks which take the listening material as a point of departure, but which then lead learners into providing part of the content themselves. For example, the students may listen to someone describing the work they do, and then create a set of questions for interviewing the person.
A learner-centered dimension can be lent to the listening class in one of two ways. In the first place, tasks can be devised in which the classroom action is centered on the learner not the teacher. In tasks exploiting this idea, students are actively involved in structuring and restructuring their understanding of the language and in building their skills in using the language. Secondly, teaching materials, like any other type of materials can be given a learner-centered dimension by getting learners involved in the processes underlying their learning and in making active contributions to the learning. This can be achieved in the following ways:
making instructional goals explicit to the learner
giving learners a degree of choice
giving learners opportunities to bring their own background knowledge and
experience into the classroom
encouraging learners to develop a reflective attitude to learning and to develop skills in self-monitoring and self-assessment.
I try to simulate the interactive nature of listening, and also try to involve learners personally in the content of the language lesson through activities in which learners listen to one side of a conversation, and react to written responses. Obviously, this is not the same thing as taking part in an actual conversation, but I find that it does generate a level of involvement on the part of learners that goes beyond the usual sort of non-participatory listening task. Because learners are providing personalized responses, there is variation between learners, and this creates the potential for following-up speaking tasks, in which learners compare and share their responses with other learners.
Non-reciprocal listening tasks can draw on a rich variety of authentic data, not just lectures and one-sided anecdotes. In my own listening classes, I have used the following data: answering machine messages, store announcements, announcements on public transportation, mini lectures, and narrative recounts. The increasing use of computerized messages on the telephone by companies and public utilities can also provide a rich source of authentic data for non-reciprocal listening tasks.
A recurring theme in recent books and papers on language teaching methodology is the need to develop learners?awareness of the processes underlying their own learning so that, eventually, they will be able to take greater and greater responsibility for that learning. This can be done through the adoption of a learner-centered strategy at the level of classroom action, and partly through equipping students with a wide range of effective learning strategies. Through these, students will not only become better listeners, they will also become more effective language learners because they will be given opportunities to focus on, and reflect upon, the processes underlying their own learning. This is important, because if learners are aware of what they are doing, if they are conscious of the processes underlying the learning they are involved in, then learning will be more effective. Key strategies that can be taught in the listening
classroom include selective listening, listening for different purposes, predicting, progressive structuring, inferencing, and personalizing. These strategies should not be separated from the content teaching but woven into the ongoing fabric of the lesson so that learners can see the application of the strategies to the development of effective learning.
2.5 Listening and the Listener's Emotion
Listening is the process by which the hearer changes the information he heard into meaning through their mind. Listening is mainly the intellectual activity, but listening teaching is the lack of assistance of concrete factors, so the mental factor has greater influence on listening effectiveness. Anxiety is one of the most important reflections of mental state. Krashen put up Affective Filter Hypothesis in his supervision model. In his mind, over-anxiety filters language input that learners contact, so that language input cannot reach Language Acquisition Device(LAD), thus language input cannot be processed in the brain. Therefore, anxiety can influence the achievement of learning foreign languages. Some scholars investigate the relationship between anxiety and learning foreign languages, whose result is inconsistent with Krashen?s.Some find there is no relationship between them, some think there is positive relation between them, and others say there is negative relation between them. In order to deeply study the relation between them; some scholars separate anxiety into two kinds: facilitative anxiety and debilitative anxiety. The former can facilitate learners to work hard and complete the task well. The latter can make learners avoid the task of studying. The former is a positive factor; the latter is a negative factor. Students understand the importance of listening, putting all their hope on forty-minute listening classes. They think listening class is the important channel to gain achievement. As students eagerly hope for success, once several sentences haven?t been heard or several d rills have not been done right, they feel anxious and frustrated. Gradually it causes a vicious circle, which affects effectiveness of listening teaching. In view of the above cases, the teacher should pay great attention to raising students? psychological qua lity. Moreover, the teacher should create a relaxed and happy classroom atmosphere with every effort
in listening class, to make students maintain good psychological condition. As far as students are concerned, they have the necessity to coordinate the teacher to complete various trainings, from the high and severe requests, treat themselves correctly. They should remain in a balanced state, achieve earnestly but is not flurried. Only when they remain in a stable state, make relentless efforts and receive a lot of listening training, can they improve their listening comprehension, thus getting ideal listening achievements. In brief, overcoming the mental barrier and forming good psychological quality is the key to improving listening.
3. A Questionnaire Investigating Listening Obstacles of Junior School, Senior School and College Students
3.1 A Questionnaire
A questionnaire is designed to find out what major listening obstacles the junior school, senior school, and college students have. It includes 18 questions and was handed out to 150 students from different classes, grades and schools. 50 subjects are junior school students, 50 subjects are senior school students, and 50 are college students.
3.2 An Analysis of the Statistics of the Questionnaire
3.2.1 The Major Barriers in Listening Comprehension of Junior School Students
About 54% of subjects feel bothered by the difference between British English and American English. About 78% of subjects cannot understand fast, natural native speech and 68% are confused by the liaison, weak forms, elision, etc. Once meeting with long sentences in a discourse, 64% of subjects are unable to catch up with the pace.
The above figures indicate that sound-recognizing difficulty greatly perplexes the students? listening comprehension as well as the comprehensive understanding barrier.
3.2.2 The Major Barriers in Listening Comprehension of Senior School Students
Less than junior school, 48% of senior school students meet troubles in British English and American English. However, 80% of subjects cannot understand the
words in liaison, weak form and elision. Moreover, 48% think that intonation and rhythm have great effect on their listening comprehension. Cross-cultural barriers have become a road-block affecting their listening.
From the above figures, we can make a conclusion that phonetic barriers still puzzle the students. Their unfamiliarity of background knowledge has become a big hindrance.
3.2.3 The Major Barriers in Listening Comprehension of College Students.
54% of subjects have troubles in identifying British English and American English. 58% are uneasy when listening to natural native speeches. And 70% fail to recognize words for liaison, weak form, and elision. 54% consider that limited vocabulary affects their listening comprehension to a great extent.
We can infer from the above figures that students still cannot cross over the road of phonetic barriers, small vocabulary and psychological factors as the major obstacles.
4. Strategies in Listening Test
As for the strategies for students to improve their listening ability, the questionnaire shows different results among 6 recommended tactics.
The figures just show us what learning methods for improving listening abilities students would like to take. However, they have no idea whether they suit them or not.
Both teachers and students play important roles in the teaching of listening. Many educational wor ks indicated that “knowledge cannot be …taught? by the teacher; instead, the learner takes in knowledge through a way of reconstructing the new knowledge into his own knowledge system.” What is more, “listening is a practical skill that can only be acquire d through practical use.” So when the listening strategies are presented to the listeners, “they must be attached to the practical use through listening activities.” Meanwhile, “the learner in a listening class must make himself/herself alert and active in the procedu res of listening learning.” Therefore, the author will deal with the parts from both the students? perspective and the teachers? perspective.
4.1 To Strengthen Training of Basic Skills
The basic skills of listening should firstly include mastering the basic knowledge of pronunciation, such as syllable, stress, sense-group, linking, and incomplete plosive. What's more, they should be required to read follow tapes in order to improve
English pronunciation, intonation, stress and so on . The basic skills of listening should also include developing good listening habits, such as shorthand, i.e. to write down the keywords, numbers, etc, quickly and to the point. It is important for building up the integral flame and helping students to understand.
4.2 To Pay Attention to Selecting of Listening Materials
Firstly, materials should be progressive from easy to difficult, such as from short sentences to long ones, from sentence to passage, from passage to dialogue on the spot. For example, it is suitable to use Step By Step as guidance materials, which is published by Huadong Normal University Press, including words, sentences, and passages which are spoken idiomatically and organized from easy to difficult.
Secondly, materials should combine the characteristics of new teaching materials, which require many dialogues, standard pronunciation and strong quality of communication, and focus on fostering students' emergency ability in the real context. Also, materials should approach teaching materials which are related to British or American culture and customs. The referenced materials may be Look, listen, and Learn, Album of American Family, etc.
4.3 To Pay Attention to Strategies in Training of Listening
4.3.1 Training of Listening Should be Systematic and Advanced
Training of listening should start with basic words, simple sentences to long compound sentences, paragraphs then to complete articles or dialogues. Training should be systematic, i.e. different skills should be trained in different stages and a new skill should start after the one they've just learned.
4.3.2 Training of Listening Should Combine Intensive Listening and Extensive Listening
Intensive listening requires students to comprehend not only the articles but also each word and sentence. Generally speaking, intensive listening materials should be representative. Students need to listen several times to understand the content and grasp the style. For example, news. Students should do something about news after hearing some pieces of news intensively. After intensive listening, teachers may ask
students to repeat what they've heard, through which equal exchange of information may be formed. Intensive listening may be in such a way of listening quietly, i.e. to listen to the tape recording quietly, to write down important points while listening, to check answers, and to replay the tape. Extensive listening requires students to grasp the main idea, not every word or sentence. And long stories are suitable for extensive listening. In extensive listening, students need to engage in different kinds of materials and familiarize themselves with sorts of context to develop their ability of sense perception of English. Teachers may combine teaching practice with abundant themes in teaching materials.
4.3.3 Training of Listening Should Strengthen the Guidance of Listening Skills
Students should read the paper quickly and carefully, esp. questions and choices to get information about the content. That will help them to catch the key words and main idea while listening.
Record while listening and strengthen memory. While listening to the tape recordings, students should form good habits of recording, esp. for numbers, names, etc. which are easy to forget. Moreover, some special recording skills will be used. For instance, numbers can be recorded with Arabic numbers and names with a single letter. Observe carefully and find out regular patterns. In listening test, the way of asking numbers is always related to the judgment from time, price, etc. So, students should familiarize themselves with the expression of them. For example, as for the expression of time, 8:45, both "eight forty five" and "a quarter to nine" are available. Also the simple calculation about them is required. React and infer quickly for some difficult words or sentences, students should learn to get the unknown information by inferring according to grammatical knowledge, daily knowledge and context.
4.3.4 Training of Listening Should Develop Students' Healthy Psychology.
The process of listening is a complicated psychological activity. Psychologists tells us that confrontation will emerge when conditions are tense or weary. In short, students cannot take in any information when their emotions undulate. So it is necessary to do psychological preparation. Generally speaking, two kinds of mistaken
psychology exists among students before listening. One is that of too much confidence, which exists in students with powerful ability of listening. Those students always treat it lightly while listening to simple materials but feel fretful to difficult ones. The other one is that lack of confidence, which exists in students with weak ability of listening They think that listening is difficult and they cannot come into being part of it, so once they listen, they will fear and once they fear, they cannot understand any information As for the former, they should be criticized and required to guard against arrogance, while the latter, they should be encouraged to try their best to train, and they will make progress during a period of time, a week or a month.
4.4 Training of Listening Should Increase the Frequency of Practice
Training of listening should run through every period of English class, if only in listening class, students' ability of listening will not be improved The methods of increasing the frequency of training are as follows: teachers teaching in English, students answering questions or taking part in class activities in English, listening to texts and dialogues without omission, and developing extracurricular activities, such as listening to English songs, seeing English films, etc.
4.5 Four Circumstances Should Be Avoided in Training of Listening
4.5.1 Just to Listen, not to Read
In order to improve their listening abilities, they should read a lot besides listening a lot. To read aloud is conducive to improving pronunciation, intonation and linguistic sense. Reading as well as listening is a process of inputting information, and the psychological processes are similar, though the media are different, i.e. reading through visual sense while listening through sense of hearing. So, to read a lot and to grasp skimming skills is helpful to improve listening skills.
4.5.2 Just to Listen not to Speak
Here speaking refers to teacher's explanation, i.e. necessary guidance. If teachers just offer students listening materials, play tape recordings and check answers do not provide any explanation, it is difficult to surmount the contemporary condition of their listening. There should be a warming-up exercise before listening. Teachers should
introduce related background material, explain some key words and teach some listening skills. After listening, teachers should sum up students' listening outcomes, such as typical mistakes and difficulties, etc.
4.5.3 To Attain the Highest Level in One Step
Due to the harmful backlash of college entrance examination, some teachers use test model of the entrance examination, which is a block of listening because students usually just pay attention to related parts of questions. What's more, some questions are not scientifically signed, and students can guess answers from questions and choices. Listening skills include many small parts, such as catching key words, guessing meaning of words, shorthand, etc. So, in training of listening, filling blanks, answering questions, taking notes, etc. should be the key parts of training.
4.5.4 To Look at the Listening Materials While Listening
Many students are keen on such an unscientific way. We know that listening is an inputting process through the sense of hearing, which will be affected, if added information comes from visual sense. In teaching texts, students should not be allowed to look at books while listening to the recordings of texts and dialogues. In one word, to improve students' ability of listening effectively, teachers should understand their difficulties in distinguishing pronunciation of words and roles of pronunciation, listening skills and psychology quality. They should analyze these difficulties and make reasonable plans to train their listening. The plans should start with selecting materials, training basic skills and guiding methods to make students gain confidence in listening and train it in a planned way. Teachers should also make adjustments of plans according to objective reality and questions to avoid mistaken circumstances.
5. Conclusion
It takes a short time not to improve the demand of listening, it needs persistent efforts. To improve the demand of listening, it not only needs a lot of understandable input, but also strengthens the training of the basic skill of language, enlarges the input of cultural background and brings up the ability to think in English. The key to
improving listening comprehension is to get quick information that is heard, memorize the information content in a short time and digest and train the information material. Information material and short-term memory are raised by listening practice, especially by all types of listening practice. It can make the brain sensitive to listening signals and reflection of information. It can also train the accuracy of the process, inference, and the induction of information. We must dare to explore and make innovations in teaching. English teaching quality can be enhanced. Only in this way can English teaching quality be enhanced.
Acknowledgements
I would like to express my gratitude to all those who have helped me during the writing of this thesis. I gratefully acknowledge the help of my supervisor Professor Zhu Jimei. I do appreciate her patience, encouragement, and professional instructions during my thesis writing. Also, I would like to thank Miss Wen Pingzhen and Miss Li Wenying, who kindly gave me a hand when I was making the questionnaire among the college English learners.
Last but not the least, my gratitude also extends to my family who have been assisting, supporting and caring for me all of my life.
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浅谈如何进行英语听力教学 在运用英语语言技能时,听力作为理解技能的一种,不仅在升学考试中占有较大的分值(占试卷总分百分之二十),而且对培养学生英语综合素质的能力发展也具有重要意义。针对教学过程中如何排除语音、语速、理解给听力造成的障碍,如何行之有效地提高学生英语听力质量,本人结合自己的日常教学实践,谈一谈粗浅的认识。 1.加强基本功训练 1.1能正确地读单词。从起始年级开始,教师首先让学生掌握读音规则,引导学生发现单词拼写与发音的关系,提高单词拼写与发音的准确率。让学生多听语言地道,语音、语调纯正的听力材料,多模仿标准的英语发音。 1.2丰富词汇量。让学生多阅读各种类型题材的文章,积累各个领域的词汇,为听作好准备。 1.3让学生学好语法知识。语法结构是句子的框架,熟练掌握语法知识,有助于学生正确理解所听内容。 1.4给学生多介绍英语国家或地区的语言文化背景知识(包括风土人情,史地常识和风俗礼仪等),以加强学生对英语国家文化的了解。 2.加强听说结合训练 英语与我们所学的汉语一样,是一门交际性语言,理解和表达是交际的两个方面,听与说密不可分。因此,听力教学应让学生在听懂的基础上围绕听的材料说,在说的同时提高听的能力,教师可采用听后复述、听后回答、听后讨论等多种方式进行。
总而言之,听力教学应融讲解与检测为一体,坚持听、说、读、写相结合的原则,循序渐进的进行。其目的是为了培养学生听的方法,培养英语语感,特别强调培养学生在听的过程中获取和处理信息的能力。 3.营造和谐氛围,扩大听的渠道 传统教学中听的活动一般局限在以句型、对话为中心的教学中,着重于语言形式的听辨和记忆,信息的输入量明显不足。而平时做的听力技巧专项训练,多是测试性题目,目的性太强,做得多了,很容易引起学生的疲倦、排斥、甚至反感,从而失去对听力的兴趣。在课堂上,教师应该坚持尽可能地用英语教学,包括问候、课堂用语、评价、布置作业,并且也要求学生努力在课堂上尽可能说英语,不要担心学生做不好,事实证明,用不了多长时间,学生完全能听懂你的指令、要求,甚至还能学会你的一些用语。给学生一个良好的语言环境,让他感到身处异域,而自己能应付自如地与人交流,从而获得一定的成就感。比如,在上课刚开始5分钟内,规定为“free talk”自由对话时间,可安排师生对话,或同学间问答,对于表现出色的给予适当的评价和鼓励。这种训练形式灵活多变,而且不受课本限制,内容丰富,对学生来说是一种新的挑战。 4.加强听力技巧指导 首先,要积极培养学生良好的心理素质。智力活动的最佳情绪背景是兴趣和愉快的相互作用。当人的情绪处于紧张或厌倦的状态时,易产生对抗心理。简言之,就是当学生的情绪有较大的波动时,是很难听懂东西的。所以,听力训练应在学生身心保持松弛的状态下进行,这样才能取得听力理解的最佳效果。学生良好的心理素质可以通过训练来培养。在课堂上尽量创造轻松、愉快、和谐的课堂气氛。消除学生紧张感,使他们在心理上和精神上松弛下来。教师应告诫学生莫抱怨自己笨、听不懂,引导他们做好心理调试准备。听时要保持心理平静,思想集中,力心放松,不要过多考虑结果,要树立信心,使听力在轻松愉快的心情中开始,在使理解心百倍的心情中结束。转第二,要训练学生,抢阅试题的动机。要求学生利用一切机会,如听录音前空隙或播放内容指令时间快速阅读题干,捕捉一切可以从题干得到的信息,预测听
模考吧网提供最优质的模拟试题，最全的历年真题，最精准的预测押题！ 大学英语六级听力考试试题(五) 一、Listening Comprehension （Section A ）（共15小题,共105.0分）In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked [A], [B], [C] and [D], and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 第1题 A He thinks the woman shouldn't speak so openly. B He totally agrees with the woman. C He wants to persuade the woman not to think that way. D He thinks other people also feel that way. 【正确答案】：B 【本题分数】：7.0分 【答案解析】 [听力原文] W: I've just finished reading Steve's list of ways of motivating employees to work more efficiently. I really think they're out of touch with reality. M: You just took the words out of my mouth. Let's try to persuade the others to see things our way. Q: What does the man mean? [解析] 语义推断题。关键是听懂男士说的“你说出了我的心声”，即“我和你的想法一致”，故选B 。 第2题 A She bought the ticket on impulse. B She meant to ignore the appointment with her professor. C She wanted to invite her professor to the concert. D She wanted to please the man. 【正确答案】：A
小学三年级英语听力测试卷 班级：姓名：得分： 一、听一听，排一排，根据你所听到的内容给下面的图片排序。（10分） （）（）（）（） （）（）（）（） （）（） 二、听录音，对的画“”，错的画“”。(10分) 1、2、3、4、 5、6、7、8、 9、10、 1、2、3、4、5、
三．听录音，选择你所听到的单词。（10分） ( ) 1. A. blue B. balloon C. book ( ) 2. A. where B. water C. white ( ) 3. A. red B. bread C. black ( ) 4. A. foot B. leg C.eye ( ) 5. A. chicken B. cat C. crayon 四． 听一听，连一连。给下列图画连线。（10分） 五． 听一听，写一写。把你所听到的数字在相应的空格里用阿拉伯 数字1—10写出来。（10分） 6、 7、 8、 9、 10、
六．听录音，选择正确的答语，把其编号填入题前的括号内。（10分）（）1、A. Fine, thank you. B. Hi, Sarah! C. Bye. （）2、A. Fine, thanks. B. Great! C. Thank you. （）3、A. I’m fine. B. OK! C. Nice to meet you, too. （）4、A. I’m fine. B. Thank you. C. My name is Sarah! （）5、A. Hello. B. Goodbye. C. My name is Mike.
英语听力：听力测试题（一） 听力部分 A、Listen and choose what you hear. ( )1、A、raining B、watching C、playing ( )2、A、Toronto B、Moscow C、Cairo ( )3、A、weather B、windy C、wearing ( )4、A、I'm thing B、I'm drinking C、I'm looking ( )5、A between B、behind C、before B、Listen and choose the answers.(听录音，将答案填在横线上)5分 C、听对话，回答问题。10分 ( )1、What day is it today ? A、Friday B、Saturday C、Sunday ( )2、Where is the pay phone ? A 、It's next to the library B、It's next to the Supermarket . C、It's across from the Supermarket. ( )3、What's Jim doing? A、read B、He's watching TV. C、He's playing computer game. ( )4、What does Bill want to be in the future ?
A、teacher B、An actor C、A driver ( )5、Where are they talking ? I A、In the library B、on the street C、across from the school . D、Listen and choose . ( )1、What does John do ? A、He is a teacher B、He's a cook. C、He is a worker. ( )2、What does he speak? A、Chinese B、English C、A and B ( )3、How does he think about his work ? A、It's exciting B、It's interesting. C、It's delicious. ( )4、Does he like people to eat his food? A、Yes, he does B、No, he doesn't C 、Sorry ,we don't know. ( )5、How so you think about his food? A、It's delicious . B、It's interesting C、It's cold.
More Precious Than the Diamond People have long known the saying " are a girl's best friend." But this may be changing. There's a new on the gem market, tanzanite, and it is giving diamonds some serious . Tanzanite was one of a number of gems discovered in East Africa in the 1960s. The new colors and changed the gem market. But the real gem among these stones was tanzanite, in 1967 in Tanzania. The stone was named its country of origin by New York's Tiffany and Co., which it to the world. It draws one's attention quickly with its colors--blue, purple or bronze, depending on the direction it is from. More important for its value, though, is its rarity. Tanzanite has been found in only one small area, near Mount Kilimanjaro, in Tanzania. And its will probably be fully mined in the next two decades. As one mining official it, "It should never have really in the first place. It did occur. And only this one deposit on this entire that is known... makes it more than a thousand times than diamonds. And certainly within the next 15 to 20 years, there will be no more tanzanite to be mined." The current value of the tanzanite market, at U.S.$10 billion, is to that of diamonds. And so another saying "Diamonds are forever" may some of its meaning. (237 words) Your Correct answer answer Diamonds (1) stone (2) competition (3) varieties (4) discovered (5) after (6) introduced (7) viewed (8) supply (9) puts (10) occurred (11)
I . LiSten carefully and Write “T” for True and “F” for False beside the Statements 仔细听，在下列句子前标上T(对)或F(不对)。 ( )1 . There is OnIyOne room in JOan's house ( )2 . There is a glass and some books on the table ( )3 . Joan's Parents are in the room ( )4, Joan's Parents work hard II . LiSten to the questiOnSand choose the best anSWerA, B, C or D. 听问题，在A,B,C,D中 选出一个最佳答案。 ()1 . A. Yes，there is. B. No，there isn't C . Yes, there are. D. There's a bed ()2. A. Only a bed. B. OnIy a table. C . OnIy some chairs. D. A bed, a table and some ChairS ( )3 . A . A table and some ChairS are in it B . No, there aren't C .Yes, there are. D . No, there is n't. ()4 . A .They work hard . B . They work in the house. C .They work at the school . D . They work in the room . I . LiSten carefully and Write “T” for TrUe and “ F” for False beside the Statement s 仔细听，在下列句子前标上T(对)或F(不对)。 ( )1 . ThiS is the teacher's tabl? ( )2 . There are some books in the bag ( )3 . There's a ruler Under the book ( )4 . The Pencil box is in the bag ? II . LiSten to the questiOnSand choose the best anSWerA, B, C or D O 听问题，在A,B,C,D中选出一个最佳答案。 ()1 . A. It's a desk. B . It's a table. C . It's a desk or a table D . It's a desk arid a table ()2 . A. Yes, it is. B. No, it isn't. C . Yes, it does . D . No, it does n't. ( )3 . A: A PenCil box. B. Some Pencils. C . Some books D. A rubber. ( )4 . A. It's Under the bag: B . It's Under the PenCil box. C . It's in the bag . D . It's in the Pencil box .
提高英语听力考试能力的三种方法 英语听力考试的类型分为三类：一，考查学生获取对话中的具体 信息的水平;二，要求对对话发生的背景、地点及对话者的身份和对话 者之间的关系实行推断;三，理解对话或短文的主旨要义、说话者意图、观点或态度。 所以针对以上这三种考察方向，有系统有针对性的实行英语听力 的训练时必不可少的。 一、听力速度训练 听力速度直接关系到听力测试的成败，而且是影响考生测试心理 的一个重要因素。测试中因为一道题没跟上而顿时慌乱，接连丢失几 题的情况并不罕见。科学训练听力速度就要循序渐进，即由慢速到快速，逐步提升。这种方法可使初学者逐渐适合有声信息的接受方式， 树立起听的信心。但是，人为地将语速放慢，也并不利于听力的提升。而且，如果信息传播的速度过于缓慢，反而会拉长记忆的距离，造成 遗忘，久而久之，大脑的反应速度也就变得迟钝了。 在听力速度训练中要抓住速度这个主要矛盾，采用语法及词汇比 较浅显而语速正常的有声材料。一般听力测试的语速是英语本族人讲 英语的正常速度。为使大脑尽早适合这种语速，宜从一开始就以这种 速度实行训练。 初级阶段会出现听完之后大脑中对所听内容没有什么印象的现象，但不必担忧，因为在这种语速的持续“轰击”下，耳朵会逐渐敏锐， 从开始只能抓住只言片语到能接受一个完整句子，直至大脑完全适合 了这种语速，接下来便是行使其记忆与判断的功能了。 二、听力素质训练 全面提升英语水平是提升听力之本。在训练提升听力的同时，还 要注意扎实的基础知识和全面的综合素质的培养。就基础知识来说，
非英语国家的人在非英语环境中训练听力，对于从单词的发音开始，到短语、句子的分析，连读、略读的掌握和语法知识的熟练掌握，都非常重要。另外，对于英语国家的风土人情、历史背景、文化渊源要尽可能的了解。就整个学习过程来说，必须要持续的总结，周期性增加自己的知识量，避免出现这个段时间学了，下一段时间又忘了。 三、听力记忆训练 听力考试不但是考查是否听懂的水平，还是考查学生短时记忆的水平。所以，在平时的训练中要注意提升大脑的记忆水平。要想记住所听的内容就要：1. 真正用心听，集中精力听那些你想记忆的重要信息。 2. 不要把精力放在个别单词上，一定要注意把握文章的整体。只要抓住了全文的意思，听不清或听不懂个别词也没关系。 3. 听完之后，立即做一做自我测试，检验你能回忆起多少听过的内容。 4. 把你听到的东西向别人复述。 5. 找个朋友一起听。录音结束后，你和他能够谈谈所听的内容，看看你们听到的是否一致。
David Copperfield is coming. 1. A) A man who has seen through David Copperfield's tricks. B) A woman who has seen through David Copperfield's tricks. C) The magic of David Copperfield. D) Children's interest in David Copperfield's tricks. 2. A) Making a person float in the air. B) Putting on a straitjacket. C) Escaping from handcuffs. D) Pulling a rabbit from a hat. 3. A) He walked through it. B) He jumped off it. C) He flew over it. D) He climbed up it.
4. A) He was seen to enter a canvas shelter. B) A camera filmed the event in its entirety. C) He was linked to a heart monitor. D) All of the above 5. A) Play tricks himself. B) Buy an ice cream cone. C) Buy a ticket for the magic show. D) Watch how the woman performs tricks.
听力模拟试题 I．这一大题共有10小题，在每一小题内，你将听到1个句子，并看到供你选择的4个单词或短语，每个句子念1 遍。请在每小题A、B、C、D 4个答案中找出1个你所听到的单词或短语。 1. A. leave B. leaf C. left D. lift 2. A. chair B. hair C. there D. their 3. A. books B. bottles C. boats D. box 4. A. summer B. southern C. season D. some 5. A. gone B. long C. song D. wrong 6. A. land B. lend C. send D. stand 7. A. riding B. writing C. watching D. reading 8. A. fast B. past C. passed D. last 9. A. eight eggs B. eight legs C. eighty eggs D. eighteen eggs 10. A. working hard B. washing hands C. watching the birds D. writing to him II．这一大题共有5小题，在每一小题内，你将听到1个句子，并看到供你选择的4个句子，每个句子念2遍。请在每小题A、B、C、D 4个答案中找出1个与你所听到的句子的意义最接近的句子。 11. A. Chinese is as useful as math. B. Chinese is more useful than math. C. Chinese is not so useful as math. D. Chinese and math are not useful enough. 12. A. David and Bob don' t finish their homework. B. David and Bob have finished their homework. C. David and Bob can finish their homework. D. David has to finish his homework, so does Bob. 13. A. The train will leave the station in half an hour. B. The train will get to the station in thirty minutes. C. The train has been at the station for half an hour. D. The train got to the station half an hour ago. 14. A. The cat's ears are black. B. The cat's legs are black. C. The cat is white. D. The cat is black and white. 15. A. He has bought a book for me. B. He has paid for a book. C. He has returned the book to me. D. He has given me a book.
三年级英语听力测试题 一、听录音，选择你所听到的单词，将其序号填入题前的括号内。(35分) （）1、A、grandmother B、grandfather （）2、A、USA B、UK （）3、A、student B、teacher （）4、A、man B、woman （）5、A、sister B、brother （）6、A、pupil B、apple （）7、A、he B、she （）8、A、family B、friend （）9、A、girl B、boy （）10、A、and B、new （）11、China B、Canada （）12、A、thin B、fruit （）13、A、fat B、big （）14、A、short B、children （）15、A、tail B、tall （）16、A、long B、small （）17、A、giraffe B、elephant （）18、A、on B、in （）19、A、chair B、desk （）20、A、ball B、boat （）21、A、car B、cap （）22、A、map B、cap （）23、A、toy B、boy （）24、A、box B、pencil box （）25、A、grape B、pear （）26、A、apple B、orange （）27、A、twenty B、twelve （）28、A、thirteen B、sixteen （）29、A、kite B、boat （）30、A、nineteen B、seventeen （）31、A、fourteen B、beautiful （）32、A、eight B、eighteen （）33、A、mother B、brother （）34、A、buy B、goodbye （）35、A、watermelon B、strawberry 二、听录音，选出你听到的句子，将代号填入题前的括号内。（20分） （）1、A、Have a good time B、Have some grapes （）2、A、Who is that man? B、Who is that woman? （）3、A、Is she your mother? B、Is he your father? （）4、A、No, he isn’t. B、No, it isn’t
注意改一下答案，别都一样 测试总体情况 满分分数35.0分 您的 得分 20.0分 参加人数576人 您的 排名 26 教师批 语 一单项选择题 试题1 满分值：1.0分状态：已答 试题: 3 hours 6 hours 8 hours 9 hours. [我的答案] 6 hours 试题2 满分值：1.0分状态：已答 试题: 40 120 80 160 [我的答案] 80 试题3 满分值：1.0分状态：已答 试题:
20 10 15 25 [我的答案] 20 试题4 满分值：1.0分状态：已答 试题: 15 minutes 20 minutes 35 minutes 50 minutes [我的答案] 35 minutes 试题5 满分值：1.0分状态：已答 试题: 69 80 91 71 [我的答案] 69 试题6 满分值：1.0分状态：已答 试题: 8 2 4 6 [我的答案] 2 试题7 满分值：1.0分状态：已答
试题: 70 280 140 210 [我的答案] 210 试题8 满分值：1.0分状态：已答 试题: 15 minutes 26 minutes 20 minutes 35 minutes [我的答案] 35 minutes 试题9 满分值：1.0分状态：已答 试题: To be a good housewife. To be a fashion designer To be a teacher To be a doctor [我的答案] To be a fashion designer 试题10 满分值：1.0分状态：已答 试题: Old people should try to realize their dreams that haven’t been realized Old people should go on with continuing education Old people should lead a peaceful and quiet life, surrounded by children
Quiz 2 I. Listen and choose the best answer to each question you hear. 1. A. More than 30 years. C. Less than 13 years. B. About 30 years. D. Almost 13 years. 2. A. For those who couldn’t return home for the holiday. B. For those who were also from the Midwest. C. For those who had babies and young children. D. For the new friends they made in Virginia. 3. A. Bread. B. A kind of brandy mixture. C. A meal. D. A cooked bread mixture. 4. A. Turkeys infected with bird flu. B. Turkeys imported from Europe. C. All the poultry infected with avian influenza. D. The poultry coming from Asia. 5. A. A city. B. A person. C. A store. D. A parade. II. Listen and fill in the following blanks. (One word for each blank.) 6.Besides turkey, other traditional Thanksgiving foods include ________, a ________ fruit called cranberries and ___________ pie. 7.Now on Thanksgiving Day, people watch several professional and _________ __________ games on ___________ television. The games are regarded as a _________ ____________ of Thanksgiving celebration. 8.Besides, Thanksgiving Day ________ on TV are very welcome to many Americans, which are usually ____________ by big __________ in several cities. III. Listen and choose the best answer to each question you hear. Question 9 to 11 are based on the conversation you have just heard. 9. A. She had a job interview to attend. B. She was busy finishing her project. C. She had to attend an important meeting. D. She was in the middle of writing an essay. 10. A. Accompany her roommate to the classroom. B. Hand in her roommate’s application form. C. Submit her roommate’s assignment. D. Help her roommate with her report. 11. A. Where Dr. Ellis’s office is located. B. When Dr. Ellis leaves his office. C. Directions to the classroom building. D. Dr. Ellis’s schedule for the afternoon. Question 12 to 15 are based on the conversation you have just heard. 12. A. He finds it rather stressful. B. He is thinking of quitting it. C. He can handle it quite well. D. He has to work extra hours. 13. A. The 6:00 one. B. The 6:30 one. C. The 7:00 one. D. The 7:30 one. 14. A. It is an awful waste of time. B. He finds it rather unbearable. C. The time on the train is enjoyable. D. It is something difficult to get used to. 15. A. Reading newspapers. B. Chatting with friends. C. Listening to the daily news. D. Planning the day’s work.
2017年普通高等学校招生全国统一考试（江苏卷） 英语 （考试时间：120分钟试卷满分：150分） 注意事项： 1.答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。 3.考试结束后，将本试卷和答题卡一并交回。 第一部分听力(共两节，满分30分) 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 例：How much is the shirt? A. ￡ 19. 15. B. ￡ 9. 18. C. ￡ 9. 15. 答案是C。 1. What does the woman think of the movie? A. It’s amus ing. B. It’s exciting. C. It’s disappointing. 2. How will Susan spend most of her time in France? A. Traveling around. B. Studying at a school. C. Looking after her aunt. 3. What are the speakers talking about? A. Going out. B. Ordering drinks. C. Preparing for a party. 4. Where are the speakers? A. In a classroom. B. In a library. C. In a bookstore. 5. What is the man going to do ? A. Go on the Internet. B. Make a phone call. C. Take a train trip. 第二节（共15小题；每小题1.5分，满分22.5分）
高中英语教学论文：谈高考英语听力测试 如何提高学生的听力水平，是当前广大师生所关心的问题。本文拟就这个问题谈一些看法。 一、排除影响听力理解的障碍 1.语言障碍 （1）语音、语调语言首先是有声的，其最本质的物质外壳是语音、语调。学习语言，如果语音不准，又不能正确把握语调，就会失去一定的辩音能力，这势必影响整体的听力理解。所以，语音问题在听力教学中不可忽视，尤其是在语言学习的初始阶段，强化语音训练对提高听力水平更是尤其重要。教师通过讲解、示范帮助学生纠正不正确的发音，辨别相似音素之间的区别，过好音标关，同时，选择适当的录音材料进行模仿、跟读和听写等练习，培养学生对语流中的连读、同化、不完全爆破、弱读、重读、升调、降调等一些语音、语调变化的敏感性以及语速的适应性。教师还可以选用英美人士的对话录音材料，帮助学生在实践中不断掌握技巧，培养语感，熟悉、模仿标准的英语对话和朗读。同时分析说话者如何利用不同的语调表达态度、情感和隐含的内容。 （2）语言知识 语言知识对听力产生的困难体现在词汇、短语、句型和语法等方面。许多人认为：听得越多，听力理解能力越强。诚然，多听是提高听力的一种积极手段，但听力水平的高低不完全取决于听的次数多少，它还与听者的英语知识水平密切相关。 词汇量是英语知识的基础，若没能掌握一定的词汇量，即使在听的过程中能模仿出听到的声音，但却无法把它与所代表的词汇联系起来，便失去对词义的了解，以致影响整体听力理解的水平。 英汉语言结构差异较大，如英语复合句中从句的位置比较灵活，而汉语通常按照事情发生的先后排列语序，在阅读时可以运用语法知识分析句子，但听音过程是快速的心理活动过程，需要在瞬间内完成。所以学生必须熟练掌握有关的语法知识，了解英语语法结构的规律性，从而提高正确理解句子和段落乃至语篇的敏感性和准确
大学英语听说课第一次单元测试 Part III Listening Comprehension (35 minutes) Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A. , B. , C. and D. , and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. 注意：此部分试题请在答题卡2上作答。 11. A. Because she wants to study at home. B. Because she wants to finish her studies. C. Because she wants to study in a different way unlike others. D. Because she wants to learn how to study. 12. A. To make classes easier. B. To give students more work. C. To be nice to students. D. To improve the class. 13. A. It’s not perfect B. It takes more time. C. It’s easier. D. Traveling to school isn’t a problem. 14. A. Because her son’s rebellion might not end. B. Because her son’s actions might ruin his own life. C. Because her son’s teenage life is not normal. D. Because her son’s life is ruining his father. 15. A. Because she leans over the table. B. Because her eating habits are very messy. C. Because she stands up when she eats. D. Because she eats too fast. 16. A. Let her become a writer. B. Want her to enter banking. C. Choose which bank she uses. D. Pick her career for her. 17. A. Attending every lecture. B. Doing losts of homework.