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1、1摘要摘要聽(tīng)、說(shuō)、讀、寫是英語(yǔ)語(yǔ)言學(xué)習(xí)的四個(gè)重要組成部分，其中聽(tīng)是語(yǔ)言交流的重要手段，是語(yǔ)言輸入的兩個(gè)途徑之一。長(zhǎng)期以來(lái)，聽(tīng)力教學(xué)一直是英語(yǔ)教學(xué)中不可或缺的一部分。聽(tīng)力教學(xué)的目的是要讓學(xué)生準(zhǔn)確理解說(shuō)話者的意圖并掌握有效的語(yǔ)言交際能力，而不是只要求學(xué)生能聽(tīng)懂一個(gè)單詞或一個(gè)句子即可。以往的英語(yǔ)聽(tīng)力教學(xué)中，教師很少去教學(xué)生如何去聽(tīng)，而更多的只是將大量的視聽(tīng)材料“灌”給學(xué)生。長(zhǎng)此以往，固定單一的模式不但不能解決學(xué)生聽(tīng)力上的問(wèn)題，反而使學(xué)生對(duì)聽(tīng)力教學(xué)失去了興趣。因此，多年以來(lái)，大學(xué)英語(yǔ)聽(tīng)力教學(xué)都是我國(guó)英語(yǔ)教學(xué)的“瓶頸” ，聽(tīng)力教學(xué)一直沒(méi)有找到一個(gè)有效提高學(xué)生聽(tīng)力水平的教學(xué)模式或方法途徑。對(duì)大部分學(xué)生而言

2、，聽(tīng)力始終是個(gè)薄弱環(huán)節(jié)。針對(duì)目前學(xué)生在英語(yǔ)聽(tīng)力和聽(tīng)力理解特點(diǎn)方式的問(wèn)題，本文將分析筆記在聽(tīng)力理解中的作用并為教師提供相關(guān)的教學(xué)方法。本研究不僅為教師提供積極的教學(xué)方法，也為整個(gè)教育界提供一個(gè)良好的教學(xué)啟示。關(guān)鍵詞：筆記；聽(tīng)力理解；教學(xué)啟示2ContentsAbstract.2摘要摘要.3Contents .4I Introduction .51.1 Background of Thesis.51.2 Teaching Current Situation in China.6II Literature Review .72.1 Memory and Listening Comprehension

3、.72.2 Note-taking.72.2.1 Definition of Note-taking.72.2.2 Function of Note-taking.82.3 Note-taking as a strategy for Listening Comprehension .92.4 Advantage of Note-taking.10III The Specific ways of Note-taking in Listening Comprehension.113.1 Note selectively .113.2 Using Identifiable Notations.123

4、.3 A Peaceful Mind in Listening Comprehension .133.4 Grasping the Key Words .133.5 Instant repetition or shadowing .143.6 Understanding the related Knowledge.14IV Function of Note-taking in Listening Comprehension.164.1 Note-taking improve Learners Listening Comprehension.164.2 Choosing effective Ma

5、terials.1734.3 Helping Improve Scores.174.4 Attracting Students Attention.184.5 Providing Good Teaching way for Teachers.19V Conclusion.205.1 Major Finding.205.2 Pedagogical Implications.205.3 Limitations and Suggestions.21References.234I IntroductionListening, speaking, reading and writing are the

6、four important parts in language learning. Research shows that adults spent 40% to 50% of communication time for listening, 25% to 30% speaking, 11% to 16% reading, and about 9% writing. Listening is the largest part in English communication. Therefore, the importance of listening can be reflected f

7、rom the statistics and the teaching of listening in colleges or universities, and it should be regarded as the key task.1.1 Background of Thesis Psycholinguists believe that listening comprehension is a course of information processing that purposefully perceives, analyzes and applies the newly hear

8、d information using the original information stored in the brain. Listening teaching process aims to enable students to understand the speakers intention accurately and master effective language communicative ability rather than only require the students to understand a single word or a sentence. In

9、 routine English listening teaching classes, teachers seldom teach the students how to listen to the material, but more often just “pour” a huge number of listening materials to students, believing that they would get the listening skills naturally after finishing these tasks. Most teachers always f

10、ollow this kind of teaching process: first giving students the listening materials and asking them to do exercises, then giving students the right answers and comments, and at last asking them to do the exercises again. In the long run, students would find this teaching model boring and it wont solv

11、e their confusion in the listening, and therefore they will lose the interest in this monotonous teaching model. For the above mentioned reason, listening in English teaching has been the “bottleneck” in China for many years. There hasnt been an effective way or model to improve students listening c

12、omprehension proficiency yet. For most of the students, listening is always a weak link in their English study.51.2 Teaching Current Situation in ChinaIn English test of China, listening comprehension often takes the form of a listening passage followed by a set of questions. In the routine listenin

13、g classes, teachers always adopt this kind of teaching process: giving students the listening material and asking them to do exercises giving students the right answers and comments asking students to do the exercises again. It does not mean that such kind of lessons is of no value. But in the long

14、view, students would find such teaching model boring and can not solve their real confusion in listening, thus finally lose their interest in listening. What is suggested here is that this routine approach is not the most efficient way to develop listening comprehension for students.6II Literature R

15、eview2.1 Memory and Listening ComprehensionListening comprehension is a psychological process that humans synthetic abilities are involved in. It is closely related with memory because vast quantities of information are processed in listening comprehension procedure. Chen Jitang (2002) points out th

16、at memory are the precondition of comprehension in the process of receiving voice information. Atkinson R.C and Shiffrin R.M in 1968 propose the multi-stored model of memory, which describes memory in terms of information flowing through such a system: information is perceived by the sense organs an

17、d enters the sensory memory; if the original information is attended and processed within one minute, it will enter the short-term memory; information from the short term memory is transferred to the long-term memory only if that information is fully rehearsed. If rehearsal does not occur, then info

18、rmation will be forgotten, lost from short-term memory through the processes of displacement or decay.Listening comprehension is largely dependent on the capacity of short-term memory, for the reason that short-term memory is the work cell of information processing, and whether the information can b

19、e transferred from short-term memory to long-term memory is determined by the intensity and frequency that information is processed in the stage of short-term memory.2.2 Note-taking2.2.1 Definition of Note-takingNote-taking, by definition, can be described as a process in which instructional stimuli

20、 are converted and recoded in mental units that allow the stimuli to be more easily recalled than if the learner did not participate in note-taking (Alan, 2001, cited from Weener, 1976). Suritsky & Hughes (1991) propose that note-taking involves four broad skills: listening, cognitive processing, re

21、cording lecture content in written 7form, and reviewing noted information (Alan, 2001). Note-taking gives the learner the opportunity to reorganize, further develop, and incorporate personal interpretations of new material into ones cognitive structure. The process of taking notes allows students to

22、 become actively engaged in learning.Note-taking is a central aspect of a complex human behavior related to information management involving a range of underlying mental processes and their interactions with other cognitive functions (Piolat, Olive & Kellogg, 2005). The person taking notes must acqu

23、ire and filter the incoming sources, organize and restructure existing knowledge structures, comprehend and write down their interpretation of the information, and ultimately store and integrate the freshly processed material. The result is a knowledge representation, and memory storage (Tamas, Jona

24、than, Itiel, 2009).Taking notes during lectures provides two basic purposes: it helps student understand the main points of a lecture and preserve lecture information, in the form of notes, for later study. Researchers (Di Vesta & Gray 1972; Aiken, Thomas, & Shennum, 1975; Bretzing & Kulhavy 1979; K

25、iewra, 1984) have long demonstrated that taking notes during lectures is advantageous for increasing comprehension and improving later recall of information.2.2.2 Function of Note-takingBeginning with Di Vesta and Gray (1972), researchers have distinguished two functions of note-taking: encoding fun

26、ction and external storage function. The encoding function proposes that the process of recording notes facilitates information processing. It is measured by comparing the performance of students who listen to a lecture and take notes with the performance of those who listen but are not allowed to t

27、ake notes. The external storage function suggests that the review of notes stored in a written form facilitates performance. It is measured by comparing the performance of students who take and review their notes with the performance of those who take notes but are forbidden to review. Kiewra & Dubo

28、is (1991) further point out that what 8traditionally has been called external storage is the really the combination of encoding and external storage because students are both taking and reviewing notes. Done by absenting students from the lecture and then providing them with “borrow” notes from fell

29、ow students to review, the reclassification of note-taking functions are as follows: the original encoding function (take notes/no review), the newly classified encoding plus storage function (take notes/review), and the new, independent external storage function (borrow notes /review).2.3 Note-taki

30、ng as a strategy for Listening ComprehensionThe power of the strategy for facilitating learning and comprehension is usually ignored by students. Many students know very little about the process of language learning and could not learn on their own. Therefore, when planning strategy training, studen

31、ts have to be prepared to be active and interactive in their learning. Mendelsohn (1994) puts it: “One of the major responsibilities of the teacher is to develop learners awareness of the strategies they use, the strategies they could add, and the value of strategies. The teacher must develop in each learner an awareness of how he or she learns, and suggest an additional strategy and/or alternative when those that the student is using do not appear to be working well. Learners will buy into this strategy training if they see the significance and effectiveness of these strategies