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浙江大学远程教育学院本科生毕业论文（设计）开题报告题目OnVocationalStudents’ListeningObstaclesandStrategies专业学习中心姓名学号指导教师年月日I．LiteratureReviewItisbelievedthatlistening,speaking,reading,andwritingarefourbasicskillsinlanguageteachingandlearning.Sequentially,listeningisessentialfordevelopingotherskillsandprovidesabasisforlanguagelearning.Thefamouslinguist,Rivers(1984),hasofferedusasetofdatainhisworks:Inpeople’dailycommunicativeactivities,45%relyonlistening;only30%dependonspeaking;16%comefromreadingand9%relyonwriting.Itisobviousthatlisteningplaystheleadingroleinlanguagelearning.Inrecentyears，AlmostalltheEnglishteachingbookshavetheleadingthoughtoflisteningandspeakingfirstandreadingandwritingtocatchupfrombeginningtoend,whichstressestheimportanceoflisteninginEnglishteaching.Inthemeantime,Manyexpertsandscholarshavedoneolotofstudiesonlisteningstrategiesfromallaspects.YueWenying(2010)pointsoutthatthemainfactorsofaffectingEnglishlisteningaredividedintoknowledgebarriersandnon-knowledgebarriers.Knowledgebarriersincludelanguagebarriers(includingphonetics,voicespeed,vocabulary,grammarandthinking)andculturalbarriers.Non-knowledgebarriersincludeteachingfacilities,learningatmosphereandpsychologicalfactors.Inthesecondcase,thepsychologicalfactoristhemostimportantfactortoaffectstudentslisteningComprehension.LiuXiamin,XiongMuqing(2010)pointoutthat,Listeningmodeaboutdirectionofdiscoursecanallowstudentstohandleandprocesstheshort-termmemorylisteningmaterialswiththehelpofbackgroundknowledgeinthebrain.Asaresult,itcanchangestudents’previouslisteninghabit-----simple,isolatedmemorizingandcomprehension,fullymobilizethestudents’thinkingandgainthelisteningabilitytocapturetheinformationofcommunication,whichfundamentallyimprovethestudents‘listeningskillsandfostertheirskillsofsustainabledevelopment.SuKeyin(2010)describedtherelationshipbetweenconversationandlisteningaccordingtothetheoryofconversationalimplicature(Gric,1975),pointingoutthatweneedtheskillstounderstandlanguage’illocutionarymeaningandimplicationmeaningandpaymoreattentiontothespecificdifferencesofcontextandculturalbackground.ZhengHaothinksthemajorcauseofinfluencingChinesestudents’listeningcomprehensionisthelackofculturalbackgroundknowledgeandthedifferencesofthinkingmodes.Hesaysthatwayofthinkingisthebridgebetweencultureandcommunicationoflanguage,itisalsoareflectionofpsychologicalcharacteristicsofculture.Peoplealwaysunderstandwhatothersaretalkingaboutbasedontheirownculturalbackgroundandwayofinherentthinking.Soifyouarenotfamiliarwithwesterncountries’culturalbackgroundknowledgeandthewayoftheirthinking,itwillcauseagreatobstacletolisteningcomprehension.LiuLonggen,andHuKaibaostatethefactorsofaffectinglisteningcomprehensionthroughtwoaspects:thelistener(includinghisbackgroundknowledge,memory,attention,thepurposeoflisteningetc..)andthetext(includingprosodicfeatures,speechrate,lexicalandsyntacticcharacteristic,texttypeandlength,andinformationetc..)YangFeng(2006)describestherelevanceoflisteningandreadingthroughtworeadingmodesofcognition,bottom-upandtop-down.Basically,thesestudieshavedoneaverybrilliantexpositionfromthepointofpsychology,theculturalbackgroundanddiscoursestrategies,andsoon.Theyareworthlearningfrom.Ofcourse,theyalsohavetheirdisadvantage,Thesetheoriesaremoredescriptivethanpracticalthings,Inaddition,IthinkthetrainingofEnglishlisteningisacomplicatedandintegratedprocess.Descriptiononlyfromasinglepointisnotenoughandunrealistic.Takingintoconsiderationtherealityofclass,Ithinkthestudentsshouldbegivensomethingmorepracticalandsomethingstimulatingtheirinterest.Thatis,thecontentsoflisteningstudywillbeabletosolvetheproblemsurgentinclass.Incomparison,IprefertheviewsofYueWenyin,zhengHaoandLiuLonggen.Theseviewsarebasicallyfromthephonetics,grammar,vocabulary,backgroundandpsychology,whicharemoresuitablefortheactualsituationofourschoolandstudents.Presently,owingtothecharacteristicsofpublicEnglishinourschool---largecapacity，lesshoursandthetraditionallisteningdevices--taperecorders.theteacherstakeuptoomuchtimeinclasssothatthestudentsdon’thaveenoughtimeandopportunitiestogetlisteningtraining,andthecommonprocedureofEnglishlisteningclassisthattheteacherfirstletthestudentslistentothetape,andthenfinishthetest,whichiscalledatestingmethodratherthanateachingmethodbyMcDonough,anEnglishlinguistic.Underthosetraditionalteachingmodes,studentshavebeenplayingpassiverolesandhavelessinterestinlisteningclass,teachersoftenfeelitdifficulttogivethelisteningclasssmoothly.Astimegoesby,studentscannotgetthecompletelisteningtrainingandtheirlimitedlisteningskillhasrestrictedtheirfurtherdevelopmentinEnglish.Soitisurgenttofindsomeeffectivemethodstoimprovestudents’Englishlisteningskills.Forthisreason,IreferredtoalotofinformationabovetounderstandthedynamicsofdomesticEnglishlisteningResearch,findingthetheoreticalbasisforwritingthispaperBasedontthequestionnaires,interviewsandmyobservationsinclass,Ihavefoundtherearethefollowinglisteningobstaclesexistingamongthestudents:(1).PoorEnglishphoneticknowledge.(2)Payinglessattentiontolistening.(3)Smallvocabularyandlackofgr