StrategiesandSkillorPromotingListening
Competence
(论文中,英文用TimesNewRoman字体,汉语用宋体,行距1.3倍.本页皆居中.居中,TimesNewRoman三号,黑正体.如有副标题,用冒号将主、副标题隔开.)
TheThesiorObtainingBAfromSchool
OfForeignLanguagesandLiterature,HBUAS
(TimesNewRoman四号,正体.)
By
ZhangSan
Supervised
By
A/Prof.DengYuzhen
(论文中教师职称按照实际情况写)
June2,2015
Signature
(居中,TimesNewRoman,三号,正体.)
ThethesisStrategiesandSkillorPromotingListeningCompetence&rdquo,byZhangSanwasreviewedandapprovedbyA/Prof.DengYuzhenonJune2,2015.
(首行右缩4字符,TimesNewRoman小四号正体,行距1.3倍,两端对齐.)
Supervisor________________(Signature)
Abstract:Anumberofpeoplehefrequentlymadethepointthatthetotaltimeandindividualengageinmunication,approximately9%ofwhichisdevotedtowriting,16%toreading,30%tospeaking,and45%to.&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip
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Keywords:promotingEnglishlistening,strategies,skills
摘 要首行右缩4字符,TimesNewRoman五号正体,行距1.3倍,两端对齐.
Abstract和Keywords黑体,五号正体.关 键 词应是3至5个名词,分号隔开.关 键 词部分首字母小写.
内容摘 要:据统计,听,说,读,写在人们的语言使用中各占的时间比重一般是听45%,说30%,读16%,写9%,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,
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摘 要首行右缩4字符,TimesNewRoman五号正体,行距1.3倍,两端对齐.
关 键 词:英语听力的提高,策略,技巧
摘 要&rdquo,和关 键 词&rdquo,黑体,五号正体.关 键 词应是3至5个名词,分号隔开.
Acknowledgements
居中,TimesNewRoman,三号,正体.
ThepaperwaspletedinJune2015,andmanypeoplehehelpedwithit.HereIwouldparticularlyliketoacknowledgemyrespectablesupervisor,A/Prof.DengYuzhen,forthevaluableadvicethatshehasgiventomeinthewritingofthispaper,inadditiontowhatshehastaughtinherclassonhowtoprepareandwritethepaper.IalsowanttoacknowledgetheteachersinSchoolofForeignLanguagesandLiteratureofHubeiUniversityofArtsandSciencewhoprovidedmewithrichinformationandgemegreatencouragement.Besides,myfriendsshouldalsobeacknowledgedfortheirkindandgeneroushelp.
首行右缩4字符,TimesNewRoman,小四号正体,行距1.3倍,两端对齐.
Contents[LU1]居中,TimesNewRoman,三号,正体.
(目录部分标题中,所有实词首字母都大写,)
Abstract.....................................................................................................................1
内容摘 要...................................................................................................................1
1.Introduction...........................................................................................................2
2.ListeningComprehensionProcess.........................................................................3
2.1.TheStageoftheLanguageReceiving.........................................................3
2.2.TheStageofComprehension.........................................................................3
2.3.TheStageofGeneralCognition....................................................................3
3.CharacteristicsoftheListeningProcess................................................................3
3.1.Spontaneity....................................................................................................3
3.2.Context..........................................................................................................3
3.3.VisualClues...................................................................................................4
3.4.Listener&rsquo,sResponse.......................................................................................4
3.5.Speaker&rsquo,sAdjustment....................................................................................4
4.CommonListeningBarriers...................................................................................4
4.1.LowSpeed.....................................................................................................4
4.2.ShortageofImaginationandAbility.............................................................4
4.3.NotSeizingtheMainPoints..........................................................................4
4.4.LackofBackgroundInformation..................................................................44.5.LackofCoherentRememberingAbility.......................................................4
5.TheWaystoImproveCollegeEnglishListening..................................................4
5.1.Pronunciation.................................................................................................5
5.3.Vocabulary.....................................................................................................5
5.4.BackgroundKnowledge................................................................................5
5.5.Notes..............................................................................................................5
5.6.Multi-media...................................................................................................5
5.6.1.IssuesaboutTraditionalListeningEducationalModel.......................5
5.6.2.TheUseofModernTeachingEquipment...........................................5
5.7.Practice..........................................................................................................5
6.TheWaystoImproveYourListeningSkillsandAbility.......................................5
6.1.Listening........................................................................................................6
6.1.1.Listen-reallyListen-toOnePersonforOneDay.................................6
6.1.2.CreateaReceptiveListeningEnvironment.........................................6
6.1.3.Don',tTalkWhenI',mInterrupting.......................................................6
6.1.4.Don',tOverdoIt...................................................................................6
6.1.5.PracticeMind-mapping.......................................................................6
6.1.6.BeAlerttoYourBodyLanguage.......................................................6
6.1.7.AbstainFromJudging.........................................................................6
6.1.8.ListenWithEmpathy..........................................................................6
6.1.9.BeSensitivetoEmotionalDeafSpots................................................6
6.1.10.CreateandUseanActive-listeningAttitude....................................6
6.2.Speaking........................................................................................................7
6.3.Reading..........................................................................................................7
6.4.Writing...........................................................................................................7
6.5.TiporBeingaGoodListener.....................................................................7
6.5.1.PayAttention.......................................................................................7
6.5.2.ShowThatYouAreListening.............................................................7
6.5.3.ProvideFeedback.................................................................................7
6.5.4.DeferJudgment....................................................................................7
6.5.5.RespondAppropriately........................................................................7
7.Conclusion.............................................................................................................7
References.................................................................................................................8
Appendix...................................................................................................................9
注意:
1、目录的页码和正文分开的方法是:
①在目录后面插入一个分节符(下一页)&rdquo,,例如在目录部分通过插入--页码--格式,设置页码格式为I、II、III&hellip,&hellip,&rdquo,,确定.②在正文部分:插入--页码--格式--设置格式为1、2、3&hellip,&hellip,&rdquo,,记得将下面的续前节&rdquo,改为起始页码&rdquo,输入数字1即可.
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A4纸打印,两端对齐,行间距1.30倍[wbh2],正文上下边距2.54cm,左右3.17cm
StrategiesandSkillorPromotingListeningCompetence
TimesNewRoman三号正体,居中
Major:EnglishEducation
StudentNo.:07505002
Name:WangWenjuan
Supervisor:DengYuzhen
左顶格,TimesNewRoman小四正体.
Abstract:Anumberofpeoplehefrequentlymadethepointthatthetotaltimeandindividualengageinmunication,approximately9%ofwhichisdevotedtowriting,16%toreading,30%tospeaking,and45%to左顶格,TimesNewRoman五号,黑正体.
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Keywords:PromotingEnglishlistening,strategies,skills
左顶格,TimesNewRoman五号,黑正体.
内容摘 要:据统计,听,说,读,写在人们的语言使用中各占的时间比重一般是听45%,说30%,读16%,写9%,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,
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关 键 词:英语听力的提高,策略,技巧
(内容摘 要&rdquo,和关 键 词&rdquo,黑体,五号正体.关 键 词应是3至5个名词,分号隔开.)
1.Introduction标题左顶格,TimesNewRoman小三黑体正体.一级标题与段后间距0.5行或6磅(在原1.3倍基础上进行,下同).正文排版两端对齐.
Withthenumerouscountries&rsquo,entryintoWTO,thefutureworldeconomywillrealizetheintegration,andthisalsorequeststhelanguageintegration,namelyintheworldwidescale,soaninternationallanguageisneeded,andEnglishissuchakindoflanguage.Itishardtoimproveone&rsquo,sEnglishlisteningprehension,thoughaccordingtotheforeignlanguagestudy,45%informationisobtainedfromlistening,30%fromspeaking,16%fromreading,and9%fromwriting.ThesedatashowthatEnglishlisteningplaysanimportantroleinEnglishlearning.Moreover,theauthorknowromtheinvestigationandstudythatmanypeoplealreadybegintousemodernteachingdevicesuchasthebroadcast,television,radio,cassetteplayer,VCD,puterandothermultimediatoolstotraintheirlisteningability.ItisdifficulttolearnEnglishlisteningformanystudents.&hellip,&hellip,
注意:所有一级标题用小三号黑体,一级标题与前段之间空一行,与后段间距0.5行,
所有二级及以下标题用小四号(不黑体),与前段间距0.5行,
所有正文内容用小四号,
正文行距为1.3倍,上下边距2.54cm,左右3.17cm
2.ListeningComprehensionProcess
Listeningisakindofplicatedprocess,asWallace(1992:37-38)proposes,itisnotjustaquestionofinterpretingthedescriptionoffacts,phenomena,orbehiourbutofbeingawareofarangeofdifferentattitudestothem,evenifwedonotpersonallysharethoseattitudes&rdquoDuringlistening,eachsourceofin­,formationcontributingtoaprehensivereconstructionofthemean­,ingofthetext&rdquo,(Eskey,1988:94).Thatis,&hellip,&hellip引文来源:(姓氏,年份:页码)
2.1.TheStageoftheLanguageReceiving二级以下标题仅与前段间距0.5行或6磅(在原1.3倍基础上进行,下同).
Thestageofthelanguagereceivingisthefirststepofthelisteningprehension.Inthisstage,listenerainlyidentifysomecharacterromobjectivelanguagespronunciation,syntaxandmeaningofaword,andthenreceiveaswellasanalyzethisinformation.Forexample,&hellip,&hellip
2.2.TheStageofComprehension
Comprehensionisaplicatedandmulti-gradationprocess.Itisnotonlyaprocessthatdistinguishespronunciation,wordandsentencetoprehendthewholearticle,butalsoaprocessrequeststhecoherenceinthebeginningandtheending,thinkoverandoveragain,andadeepunderstand.Inthisstage......
2.3.TheStageofGeneralCognition
Themaintaskofthisstageistoanalyze,chooseandarrangetheinformationthatheardandkeptintheshort-termmemory,andthenkeepinthelong-termmemory,foraccumulatingtheknowledgeinlisteningchannel.Atthistime,becausethelisteners&rsquo,capacityof&hellip,&hellip,
3.CharacteristicsoftheListeningProcess(级标题与段前间距空1行,与后段间距0.5行(在原1.3倍基础上进行,下同).)
FromtheprevioussectionthelistenersheseenthatthereisagreatvarietyofsituationswheretheyneedtolistentoEnglish.Itisimportanttounderstandthecharacteristicsorprocessesbehindtheselisteningsituationssothattheteacherscandesignappropriateactivitiestostudentsdevelopeffectivelisteningstrategies.
Generallyspeaking,listeninginreallifehaivecharacteristics,thatis,Spontaneity,Context,VisualClues,Listener&rsquo,sResponseandSpeaker&rsquo,sAdjustment.(Ur,1984:21-34)&hellip,&hellip,
3.1.Spontaneity
Whilesomeofthethingsthatthelistenerslistentoberehearsed,e.g.radionews,televisionnewsandshows,movies,theater,andsomeformallectures,&hellip...
3.2.Context
Boththelistenerandthespeakerinreallifeusuallyknowthecontextoflistening.Inotherwords,&hellip,&hellip
3.3.VisualClues
Thelistenerscanfrequentlyseethepersonwhomtheyarelisteningto.Thieans&hellip,&hellip,
3.4.Listener&rsquo,sResponse
Mostofthelisteningindailylifeallowsthelistenertorespondtothespeaker,suchas&hellip,&hellip
3.5.Speaker&rsquo,sAdjustment
Inmostcases,thespeakeristalkingdirectlytothelistener,soheorshecanadjustthewayof&hellip,&hellip
4.CommonListeningBarriers
Listeningasanimportantprehensiveskillisbeingpaidattentiontoandgraspedbymoreandmorepeople.Simultaneouslypeopledeeplyfeelthedifficultyingraspingthisskill.Accordingtoinvestigationandresearch,theauthordiscoveredthatthelistener',sdifficultymainlydisplayedinthefollowingseveralaspects:
4.1.LowSpeed
Theauthorfrequentlyhearsthatlistenersplainaboutthelisteningspeedexcessivelyfast,theinformationflashedand&hellip,&hellip,
4.2.ShortageofImaginationandAbility
Majoritylistenerstrytheirbesttounderstandthewholearticlewordbyword,assoonasstudenteetdifficultiesinoneword,&hellip,&hellip
4.3.NotSeizingtheMainPoints
Asifsomelistenerunderstoodeachsentence,butcannotspeakouttherealmeaningofthewholetext,becausetheyarenotgoodatgainingthemainpointsand&hellip,&hellip
4.4.LackofBackgroundInformation
Weoftendiscoverthatwhenlistenerhearsomefamiliarmaterials,itiseasyforthemto&hellip,&hellip,
4.5.LackofCoherentRememberingAbility
Thelistenercanunderstandthewordmeaning,butcannotrememberthecontentsafterlistening,whentheylistentothefollowingcontentsandthentheyfettheformercontents,&hellip,&hellip,
5.TheWaystoImproveCollegeEnglishListening
Inaword,listeningisthesynthesisapplicationabilityofpronunciation,grammarandvocabulary&hellip,&hellip.
5.1.Pronunciation
Especialthefirststepoflisteningprehensionisthatacceptspronunciationinformation,therefore&hellip,&hellip,
Atthesametime,article,somepronoun,auxiliary,conjunctionandsomeprepositionsaregenerallynotstressedinsentencefromthespokenlanguagegrammar.Aresearchindicatesthatthereare19monwordsareweak-readon90%occasionsincontinuityconversation,suchas:at,of,the,to,as,and,or,a,his,an,but,been,for,her,we,he,shall,was,themandsoon(DickandBaley,1991:21-26)&hellip,&hellip引文来源:(姓氏and姓氏,年份:页码)
5.3.Vocabulary
&hellip,&hellip,
Obviously,toassociateandinferpositivelythroughthewordmeaningioreadvantageousinprehendingtherealconnotation.
5.4.BackgroundKnowledge
Everyonecandiscoverfrequently,whenlistenersarefamiliarwithbackgroundmaterial,thelistenerscanunderstanditeasily.Onthecontrary,regardingoneselfnon-familiarorpletelystrangecontent,achievingthesimilardegreeiore&hellip,&hellip,
5.5.Notes
Thisisataskthatrequiresthelistenertotakenoteswhilelistening.Usually,itisdonewithaguideofatablewithheadinggiven.&hellip,&hellip,
5.6.Multi-media
5.6.1.IssuesaboutTraditionalListeningEducationalModel
Overalongtime,listentotherecordingmaterial-checktheanswer-listentotherecordingmaterialagain.&hellip,&hellip,
5.6.2.TheUseofModernTeachingEquipment
Puttingmultimediaandelectricalaudio-visualequipmenttouseisanimportantwaytoreformteachingmethodandrealizeteaching&rsquo,odernization&hellip,&hellip.
5.7.Practice
Listeningisaskillrequiringalotofpractice.Itisrightthatpayingattentiontolisteningskill,butoncetheskillseparateromthepractice,itjust",beanarmchairstrategist"&hellip,&hellip
6.TheWaystoImproveYourListeningSkillsandAbility
ThepurposeofmiddleschoolEnglishteachingistoimprovethestudents',fourskillsoflistening,speaking,readingandwriting,Butthisisnotthefinalpurpose.Thefinalpurposeistolotletstudentsbeabletousethelanguage.......
6.1.Listening
Theteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.&hellip,&hellip,
6.1.1.Listen-reallyListen-toOnePersonforOneDay.
Chooseonepersonyoucouldrelatetobetter.Committolisteningtothem-notjusthearingthem-foroneday........
&hellip,&hellip,
6.1.2.CreateaReceptiveListeningEnvironment.
TurnofftheTV.Holdyourcalls.Putawayyourspreadsheetsandsilenceyourputer.......
&hellip,&hellip,
6.1.3.Don',tTalkWhenI',mInterrupting.
Ifsomeoneelseisinterrupting,oidthetemptationtoreplyinkind.It',lljustraisethe......
&hellip,&hellip,
6.1.4.Don',tOverdoIt.
Sometimesnewerstotheskilloflisteningcangetcarriedaway.Theyknowthey',resupposedtoheeyecontact.....
6.1.5.PracticeMind-mapping.
Anexcellentmethodfornotetakingiind-mapping........
6.1.6.BeAlerttoYourBodyLanguage.
Whatyoudowithyoureyes,face,hands,arms,legs,andposturesendsoutsignalsasto......
6.1.7.AbstainFromJudging.
Assomeoneonceadvised,Growantennae,nothorns.Ifyouprejudgesomeoneasshallowor......
6.1.8.ListenWithEmpathy.
Nomatterhowoutrageous,inconsiderate,false,self-centered,orpompoustheperson......
6.1.9.BeSensitivetoEmotionalDeafSpots.
Deafspotsarewordsthatmakeyourmindwanderorgooffonamentaltangent.They......
6.1.10.CreateandUseanActive-listeningAttitude.
Learningtobeanactivelistenerislikelearningtobeanactivejogger.Ittakeseffort.......
6.2.Speaking
Speakingcan',tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.
&hellip,&hellip,
6.3.Reading
Readingisanimportantwayofgaininginformationinforeignlanguagelearning,&hellip,&hellip,
6.4.Writing
Writingisonewayofprovidinarietyinclassroomprocedures.Itprovidesastudentwith&hellip,&hellip,
6.5.TiporBeingaGoodListener
6.5.1.PayAttention
Givethespeakeryourundividedattentionandacknowledgethemessage.Recognizethat......
6.5.2.ShowThatYouAreListening
Useyourownbodylanguageandgesturestoconveyyourattention......
6.5.3.ProvideFeedback
Ourpersonalfilters,assumptions,judgments,andbeliefscandistortwhatwehear.......
6.5.4.DeferJudgment
Interruptingisawasteoftime.Itfrustratesthespeakerandlimitullunderstandingofthemessage.......
6.5.5.RespondAppropriately
Activelisteningisamodelforrespectandunderstanding.Youaregaininginformationand......
7.Conclusion
Inbrief,listeningprehensionnotonlyrequeststhelistenerstohegoodlanguageknowledgeandnon-languageskill,butalsoneedsthelistenertotranereachlanguagefactorandthenon-languagefactoraaraspossible,suchaspronunciation,syntax,wordmeaning,backgroundknowledge,listeningskill,individualexperienceandsoon,ofcourse,&hellip,&hellip
References(参考文献另起一页.顶格TimesNewRoman,小四号黑体,段后0.5行或6磅(在原1.3倍基础上进行).
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&hellip,&hellip,
&hellip,&hellip,
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论文集论文
Bergmann,Merrie.MetaphoricalAssertions[A].Dis,Steven.Pragmatics:AReader[C].NewYork&,Oxford:OxfordUniversityPress,1991:485-494.(文章名不斜体,论文集名斜体)
文秋芳.英语学习者动机、观念、策略的变化规律和特点[A].文秋芳、王立非.《英语学习实证研究》[C].西安:陕西师范大学出版社,2003:255-259.
网上文献
Jiang,Yan.TheTaoofverbalmunication:Anelementarytextbookonpragmaticsanddiscourseanalysis[OL]..polyu.edu.hk/~cbs/jy/teach.(accessed30/4/2006).
王岳川.当代媒体的网络文化与电视批评[OL]blocchina./new/display/58592./(2005年11月18日读取).
注意:参考文献应是20项以上,其中英文文献应在一半以上.排序时,英文文献在前,中文文献在后,以A-Z字母顺序排序.文献类别以教务处网页上提供的为准.如:专著[M],论文集[C],报纸文章[N],期刊文章[J],学位论文[D],专著、论文的析出文献[A],各种未定义文献[Z]等.
Appendix(若有附录另起一页.顶格TimesNewRoman,小四号黑体,段后0.5行或6磅(在原1.3倍基础上进行).)
(如问卷调查或测试试卷等内容)