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从历年大学英语能力测试(CET-4,CET-6,考研英语,GRE,IELTS和TOEFL)中听力所占的比例不看出,各种英语考试对听力的要求越来越高,大学英语听力教学也受到国家教育部的高度重视。然而,目前我国大学生英语听说能力比较薄弱,听力成为许多学生在各种英语能力测试过程中无法跨越的障碍,“听不懂”使很多大学生在英语交流的过程中成为“哑巴”。这样的尴尬局面严重打击了大学生学习英语的兴趣和自信。本文以问卷调查的形式,有机的结合图式理论(语言图式,内容图式等),明确指出听力理解的过程是一个需要听者积极参与并且运用语言知识和文化背景知识对所听内容进行合成与分析的过程,并探索图式理论对大学英语听力教学的新启示,提出一些相应的听力课堂教学活动与原则;帮助学生克服对听力学习的心理恐惧,扩大学生英语文化视角,提高大学生英语综合应用能力。
From the past years of college English proficiency test (CET-4, CET-6, PubMed English, GRE, IELTS and TOEFL), the proportion of hearing is not seen, all kinds of English tests on the hearing requirements are higher and higher, college English listening Teaching is also highly regarded by the Ministry of Education. However, at present, our college students’ English listening and speaking abilities are relatively weak. Listening becomes an obstacle that many students can not cross in the process of various English proficiency tests. “Do not understand” makes many college students become “dumb ”. This embarrassing situation has seriously hit the students interest in learning English and confidence. This paper, based on the form of questionnaire and organic combined schema theory (language schema, content schema, etc.), clearly points out that the process of listening comprehension is a process that requires listeners to actively participate in and use the knowledge of language and culture to listen to the content Synthesis and analysis of schema theory and explore the new enlightenment of schema theory to college English listening teaching and put forward some corresponding listening teaching activities and principles; help students to overcome the psychological fear of listening learning, expand students’ perspectives of English culture and improve college students English Comprehensive application capabilities.