聽(tīng)力策略與聽(tīng)力訓(xùn)練

1、聽(tīng)力策略與聽(tīng)力訓(xùn)練隨著訓(xùn)練成為中學(xué)乃至小學(xué)的教學(xué)內(nèi)容，怎樣訓(xùn)練學(xué)生的聽(tīng)力便成了值得討論的問(wèn)題。在母語(yǔ)教 學(xué)中從來(lái)沒(méi)有聽(tīng)力課程的設(shè)置，因?yàn)閷W(xué)習(xí)母語(yǔ)是先學(xué)會(huì)說(shuō)話，再學(xué)習(xí)認(rèn)字和寫字的。此外，學(xué)習(xí)母語(yǔ)有足夠的 語(yǔ)言環(huán)境來(lái)了解和熟悉自己的語(yǔ)言，而學(xué)習(xí)英語(yǔ)一般是從書(shū)面語(yǔ)開(kāi)始，然后再接觸口語(yǔ)。盡管目前的學(xué)習(xí)條件 有了很大的改善，但對(duì)大多數(shù)學(xué)生來(lái)說(shuō)，接觸英語(yǔ)口語(yǔ)的機(jī)會(huì)還很有限。因此，我們需要開(kāi)設(shè)聽(tīng)力課或安排聽(tīng) 力練習(xí)，增加學(xué)生接觸活的語(yǔ)言的機(jī)會(huì)，指導(dǎo)和幫助他們熟悉英語(yǔ)口語(yǔ)的形式，學(xué)會(huì)“聽(tīng)”英語(yǔ)，達(dá)到用英語(yǔ) 交際的目的。而能否恰當(dāng)?shù)剡\(yùn)用聽(tīng)力策略來(lái)指導(dǎo)課堂教學(xué)，則是關(guān)系到聽(tīng)力訓(xùn)練成敗的重要問(wèn)題。 一、聽(tīng)力策略的提

2、出 國(guó)外的資料表明，聽(tīng)力教學(xué)的研究與實(shí)踐大致經(jīng)歷了以下幾個(gè)階段： 1.在六十年代，學(xué)生聽(tīng)力不好的原因被歸結(jié)為對(duì)語(yǔ)音系統(tǒng)了解不夠。教學(xué)的重點(diǎn)放在對(duì)不同元音組合的音 節(jié)的分辨、語(yǔ)調(diào)的高低、重音的變化等語(yǔ)音信號(hào)的訓(xùn)練上。 2.到八十年代，教學(xué)的重點(diǎn)轉(zhuǎn)移到對(duì)學(xué)生進(jìn)行常規(guī)的聽(tīng)力理解的訓(xùn)練上。這里強(qiáng)調(diào)的已不是語(yǔ)音的辨音問(wèn) 題，而是對(duì)大段口頭語(yǔ)言的整體理解問(wèn)題。 3.近十幾年來(lái)，對(duì)聽(tīng)力過(guò)程的本質(zhì)有了進(jìn)一步的認(rèn)識(shí)：在日常生活中，人們都是有目的、有選擇地聽(tīng)。一 個(gè)全新的幫助學(xué)生提高聽(tīng)力理解能力的方法正在出現(xiàn)，即聽(tīng)力訓(xùn)練的安排力求更貼近實(shí)際生活，更符合能力自 然的過(guò)程。 4.同時(shí)出現(xiàn)的另一種方法是強(qiáng)調(diào)學(xué)生在聽(tīng)力課

3、上的小組活動(dòng)，提倡聽(tīng)者之間的互相幫助和協(xié)作活動(dòng)。 可以看出，教學(xué)的中心日益傾向于激發(fā)學(xué)生的主動(dòng)性，提示學(xué)生意識(shí)到自己在母語(yǔ)里所具備的能力。這種 教學(xué)中心的確立不僅有利于幫助學(xué)生建立自信心，而且也能引發(fā)教師思考以下問(wèn)題：如何使課堂上的聽(tīng)力活動(dòng) 更接近于現(xiàn)實(shí)生活？如何使學(xué)生能夠利用自己在母語(yǔ)里已有的聽(tīng)的能力？ 人們已經(jīng)發(fā)現(xiàn)，一個(gè)人在社會(huì)中的成功與否通常取決于其交際能力，而“聽(tīng)”則是其中一項(xiàng)重要的交 際技能。這里所說(shuō)的“聽(tīng)”指的是“傾聽(tīng)”的技能，即為了獲取信息，為了解決問(wèn)題，為了與他人分享某種情 感，為了勸說(shuō)或被勸說(shuō)，人們要去“傾聽(tīng)”。 實(shí)際生活中，為了提高“傾聽(tīng)”的效果，人們往往根據(jù)不同的聽(tīng)的目標(biāo)

4、采取不同的聽(tīng)力策略。因此，研究 這些聽(tīng)力策略，對(duì)改進(jìn)聽(tīng)力課堂教學(xué)活動(dòng)和訓(xùn)練效果會(huì)有重要的啟示。 二、聽(tīng)力策略的主要內(nèi)容及其在課堂上的實(shí)際操作 在聽(tīng)力訓(xùn)練中經(jīng)常使用的聽(tīng)力策略通常有以下三種：為把握整體意思的聽(tīng)（Global ing ）， 為了解某些具體信息的聽(tīng) （Selective listening ）和為學(xué)習(xí)所聽(tīng)內(nèi)容而進(jìn)行的精聽(tīng) （Intens ive listening）。 針對(duì)不同的教材和不同的教學(xué)目的，可以采用不同的策略；根據(jù)學(xué)生的不同水平，也應(yīng)選 用不同的策略。幾種策略配合使用，不僅可以活躍課堂氣氛，提高學(xué)生的興趣，而且有利于幫助學(xué)生建立自信 心，積極主動(dòng)地參與到聽(tīng)的活動(dòng)中來(lái)，從而達(dá)

5、到較好的聽(tīng)力訓(xùn)練效果。 Global Listening Global listening聽(tīng)力策略是為了把握所聽(tīng)材料的整體意思。該策略成功的關(guān)鍵在于練習(xí)題的設(shè)計(jì)。有關(guān) Global listening的練習(xí)題的設(shè)計(jì)應(yīng)遵循以下原則： 1.引導(dǎo)學(xué)生做好聽(tīng)前的預(yù)測(cè)活動(dòng)； 2.幫助學(xué)生在聽(tīng)的過(guò)程中將注意力集中在關(guān)鍵詞、句上； 3.指導(dǎo)學(xué)生根據(jù)所提供的線索克服聽(tīng)的過(guò)程中出現(xiàn)的障礙，進(jìn)行有效的猜測(cè)、聯(lián)想和判斷。 （以下小故事大致相當(dāng)初三或高一學(xué)生的水平。） It was a Saturday morning in May.When Mrs. Edward openedher curtains and lo

6、oked out,she sm iled and said, Its goingto be a beautiful day.She woke her small son up at eight-thirty and said to him,Get up,Teddy.Were going to the zootoday.Wash your hands and face,brush your teeth and eat yourbreakfast quickly.Were going to New York by train. Teddy was six years old.He was very

7、 happy now, because heliked going to the zoo very much,a nd he also liked going bytrain.He said,I dreamed about the zoo last night,Mommy. His mother was in a hurry,but she stopped and smiled ather small son.You did,Teddy?She said.And what did you doin the zoo in your dream? Teddy laughed and answere

8、d,You know,Mommy!You were therein my dream too. 根據(jù)Global listening策略的要求，可以設(shè)計(jì)以下三個(gè)問(wèn)題，讓學(xué)生在聽(tīng)前思考。 Where was Mrs.Edward going to take her son on Saturdaymorning? What did her son dream about last night? Why did her son laugh when Mrs. Edward asked what hedid in his dream? 以上問(wèn)題可以幫助學(xué)生做好如下聽(tīng)前準(zhǔn)備工作： 1. 借助問(wèn)題中的提示

9、進(jìn)行聽(tīng)前的預(yù)測(cè)活動(dòng)：利用問(wèn)題中出現(xiàn)的Mrs. Edward, her son, Saturday mor ning等詞，預(yù)測(cè)故事中的人物和時(shí)間；問(wèn)題可以使學(xué)生猜測(cè)到男孩昨天晚上做夢(mèng)了；問(wèn)題能讓學(xué)生意識(shí)到 在故事中Mrs.Edward向孩子問(wèn)話了，并且預(yù)先知道了問(wèn)話的內(nèi)容。這些聯(lián)想活動(dòng)會(huì)使學(xué)生對(duì)要聽(tīng)的內(nèi)容和相關(guān) 的詞匯有一定的了解，從而避免聽(tīng)的過(guò)程中產(chǎn)生的緊張心理。 2.通過(guò)這三個(gè)問(wèn)題的編排，不僅為學(xué)生提出了聽(tīng)的具體任務(wù)，而且也為完成任務(wù)提供了聽(tīng)的過(guò)程中可以追 尋的線索：zoo （題的答案），dream（題中的關(guān)鍵詞），you were in my dream （兒子對(duì)媽媽問(wèn)話的回 答）。這三個(gè)

10、問(wèn)題的答案正是故事的主要內(nèi)容。 一般水平的學(xué)生如果做好了上述準(zhǔn)備，在聽(tīng)的過(guò)程中就能比較容易地找到題和題的答案。水平較高的 學(xué)生也可能會(huì)將題的答案一并做出。為了使全體學(xué)生都能領(lǐng)悟故事的幽默之處，通常情況下，還要針對(duì)問(wèn)題 進(jìn)行有選擇地聽(tīng)。 Selective Listening Selective listening 的目的是培養(yǎng)學(xué)生能聽(tīng)出一些具體信息的能力，尤其是從語(yǔ)言程度略高于他們實(shí)際 水平的材料中進(jìn)行信息選擇的能力。這類練習(xí)題的設(shè)計(jì)原則如下： 1.引導(dǎo)學(xué)生不僅從內(nèi)容而且從結(jié)構(gòu)上對(duì)所聽(tīng)材料進(jìn)行預(yù)測(cè)； 2.明確規(guī)定學(xué)生聽(tīng)的任務(wù)和目的，及在聽(tīng)的活動(dòng)中充當(dāng)?shù)慕巧?3.為學(xué)生提供克服障礙和捕捉信息的

11、線索。 具體操作如下： Good morning everybody. My topic for today is EarlyMoney.Im going to tell you somet hing about money used in theearly days.To be honest,we know little about how early peoplecame t o use money,but we do know some of the things whichhave been used as money. In early tim es in some European

12、countries,salt was very difficult to get.It was used as money.The American Indians used nuts and other things. Perhaps themost common money of all was an animal of some kind. In someplaces today,cows are still used as a kind of money. So yousee,things highly v alued by everybody may serve as money.

13、The Chinese were the first people to use coins as money.Oh,sorry,you dont know the word?W ell it is spelled C-O-I- N.Here are some coins of the past.You can come over and have alook. 以上短文摘自1998年廣東省高考聽(tīng)力測(cè)試題。要想成功地運(yùn)用好這個(gè)策略，需要為學(xué)生設(shè)計(jì)有利于他們進(jìn) 行預(yù)測(cè)和有助于他們將注意力集中到關(guān)鍵詞上的問(wèn)題，供他們聽(tīng)前思考。 What is todays topic? Was salt used

14、 as money in some European countries inearly times? What was used as money in some parts of Asia? What are still used as money in some places today? Were the Chinese the first people to use coins as money? 通過(guò)問(wèn)題和問(wèn)題的提示，學(xué)生只需在聽(tīng)的過(guò)程中驗(yàn)證聽(tīng)前所獲知的信息。這兩個(gè)問(wèn)題不僅從信息的密 度方面降低了聽(tīng)的難度，而且還使學(xué)生無(wú)意中熟悉了講話中關(guān)鍵的句子，從而降低了語(yǔ)言的難度。在這個(gè)基礎(chǔ)

15、上去聽(tīng)， 學(xué)生就能夠較容易地得出其余問(wèn)題的答案。 運(yùn)用Selective listening策略可以保證學(xué)生聽(tīng)時(shí)不 漏掉有用的信息。 聽(tīng)后，還要提醒學(xué)生注意語(yǔ)意信號(hào)“So you see”（這是講話人在自己的看法）。 憑借這些捕捉到的具體信息，學(xué)生對(duì)有關(guān)概括文章內(nèi)容的練習(xí)就能從容應(yīng)付了。1 A common character of the things used for money wasthat they_. A.were difficult to get B.had some practical use C.were considered valuable by all people D

16、.could only be produced in small quantities Intensive Listening 訓(xùn)練的精聽(tīng)一般是在進(jìn)行了Global ing 或Selectivelistening之后，對(duì)所聽(tīng)材料從語(yǔ)言、語(yǔ) 法、 詞匯以及語(yǔ)音方面做進(jìn)一步學(xué)習(xí)的聽(tīng)力活動(dòng)。 教師要根據(jù)材料的不同難度， 對(duì)Globallisteni ng 和Selective listening提出不同的要求。 教師還要根據(jù)精聽(tīng)的不同任務(wù)，設(shè)計(jì)不同練習(xí)題。精聽(tīng)的目的一 般包括：一是引導(dǎo)學(xué)生發(fā)現(xiàn)和分析影響聽(tīng)力活動(dòng)效率的原因；二是幫助學(xué)生充分利用所聽(tīng)材料進(jìn)行語(yǔ)言、語(yǔ)音 知識(shí)的學(xué)習(xí)與積累。這兩個(gè)方面正是保

17、證聽(tīng)力理解能力提高的重要環(huán)節(jié)。精聽(tīng)練習(xí)題的設(shè)計(jì)原則如下： 1.將學(xué)生的注意力集中到影響聽(tīng)力理解的語(yǔ)言點(diǎn)上； 2.指導(dǎo)學(xué)生在理解的基礎(chǔ)上學(xué)習(xí)新的詞、詞組和句型等語(yǔ)言知識(shí)； 3.對(duì)詞匯在實(shí)際運(yùn)用中的連續(xù)等語(yǔ)音變化進(jìn)行學(xué)習(xí)。 具體操作請(qǐng)看下例： Mr. Grey was a biology professor, and he had a bigcollection of extremely rare bones which he was very proud of. Then one year be managed to get a new and better job atanother univ

18、ersity. Because Mr. Grey was very busy, his wifemade the arrangements for all their posse ssions to be takenin a moving van to their new home while he was away at work. The following week three men started taking the thingsout of Mr. Greys house and loadin g them into the van, whenone of them brough

19、t out a large wooden box. He was just aboutto thr ow it into the van with all the other things when Mrs.Grey ran out of her house and said, Ple ase treat that boxvery gently! That one has all my husbands bones in it. The man was so surprised that he nearly dropped the boxon his feet. 附圖圖 此篇材料略高于目前高一

20、年級(jí)學(xué)生的水平。材料的難度適合先采用Selective listening聽(tīng)力策略。為了獲 得較好的聽(tīng)力效果， 我們讓學(xué)生借助左圖做以下練習(xí)： Listen and write the number of the correct sentence undereach picture: A moving van came to the door of Mr. Greys house. He was busy at his office. He was going to throw it into the van. Mrs. Grey watched while the men loaded the van. Mr. Grey collected a lot of unusual bones. Mrs. Grey stopped him, saying it contained her husbands bones. One of the men brought a big wooden box out of thehouse. The man nearly dropped it on his feet. 聽(tīng)前對(duì)學(xué)生提出以下要求：