大学英语专业毕业论文【A Brief Analysis on 】

2024年3月13日发(作者：莫万丹)

I. Introduction

With the rapid development of today's globalization, English has become the

world's common language already. Therefore,learning English has become a necessity, andlearning English Listening is a trend. How to learn English? How to learn Englishwell?Howto improve your English listening ? This is annational issue of ; it is a concern for every stydent, especially fortho in theface of exams . The rearcherofthis

articletakes students from GuizhouDongfeng junior high school as rearch subjects,

combinesnumerous studies abroad, come to middle school students in their own unique insights on the current situation and the level of English Listening Training Strategy.

1.1 The background of Rearch

With the increasing perfection of English teaching in middle school in our

country, to strengthen the social function of English and to improve its usage rate are

the motivation and direction of further developing middle schools’ English teaching.

Therefore, improving junior students’ English listening becomes particularly

important, especially for third-year students facing the examination. In this point of

view, the rearcher hopes, through her own investigation, junior high school students

understand the status of Dongfeng English listening level, thus put forward their

views and recommendations to promote the development of their English teaching, to

improve their English listening level.

1.2 The Purpos of Rearch

1.2.1 To improve junior students' English listening

As a student teacher, the rearcher had the honor of teaching in condary

school in Guizhou Dongfeng for six months. In the meantime, the rearcher mainly

teaches the English listening of junior students. Through practical work, the

rearcher found that the third-year middle school students' English listening level is

generally low, but there is much space for improvement. In order to improve

English listening of junior students in grade three, the rearcher decided, by means of

PET test, to analyze the caus and find the appropriate and manipulated strategies in

improving their English listening.

1.2.2 To stimulate interest in learning English

Firstly,we can locate their actual plight in learning English listening,then analyze

the reasons,Conquently,we are able to stimulate students' interest in learning

English,and achieve the purpos of improving the level of English listening

.

1.2.3 To enhance English of the whole people

To enhance English of the whole people is more ambitious and far-reaching

goals. But the rearcher believes that as long as the rearcher can be operated in the

internship school and extended in other schools, the goal of improving the English of

the whole people will be achieved.

1.3 The Significance of Rearch

The main subjects of this study are the junior students in grade three in Dongfeng

school of the direct purpo and motivation is to improve students'

listening. However, by the specific study of Dongfeng condary school, we can

arrive at improving operated listening strategies and methods that can be loved by

community, we also hope to improve their English listening ability in learning and

usage of individuals and groups. The greatest significance of the study is not only in

the current small-scale of Dongfeng middle school, but also in a wide range of future

society.

II Literature Review

2.1 Domestic Rearches

In terms of English, it is not our mother tongue but is extremely important in

international communication. The front-line teachers, analyzers of teaching policy,

national distributor of teaching resources and people in all around care about English

teaching and have already carried on rearch of factors of poor English listening

level and strategies of improving listening level. To some extent, the achievement

obtained by them promotes English teaching in our country.

As far as a front-line teacher Tang Leli coming from Haidian, Beijing is

concerned, the key of improving students’ English listening level is teachers’ teaching

design in the cour. Only when the teaching design matches with the listening

content and flexibility of students, and when skills of practicing listening and

cultivation of learning strategies are valued, can students’ listening level be

improved[1]. Xie zhongshu and Liu xiaoyu attempted to make u of the moodle of an

Australian teacher, Martin Dougiamas, which is a system of cour management

bad on Constructivism education theory[2], and they have made great progress.

The rearch direction of Yangyan mainly lies in learning the cultural

background of English, guided by the schema theory, which explores the influence of

cultural background in junior students in grade three in rural areas. In the eyes of Cai

nongquan, factor affecting the English listening level of them mainly is the high

listening anxiety, which directly affects students’ listening ability, and caus

exhaustion, nervousness and horrification.

2.2 Foreign Study

The rearcher explores books, periodicals and magazines, then find out that

there is little foreign study on English listening, and much of which aims at high

school students and college students. In 1986, American psychologists Horwitz and

Cope published an article about foreign language cour anxiety on Modern English

Magazine, which pointed out that foreign language learning relates to lf anxiety, and

pointed out that listening is one of the principle skills causing anxiety among foreign

learners.

There are many studies about English listening learning at home, and many of

which have attained great achievement, however, through sorting and analyzing

documents, the rearcher found that studies targeted at particular area and condition

are less. But teaching conditions and teaching materials are fundaments of improving

English learning, and are prerequisites of putting forward and adopting learning

strategies. This paper aiming at the environment and teaching conditions of a middle

school in Guizhou, through studying the prent situation of the English listening in

this school, comes up with some operable suggestions and advice. Therefore, the

paper is very necessary.

Ⅲ Methodology

3.1 Instruments

In this study, the rearcher mainly taken PETS ((Public English Test System) te-st (in view of the actual situation, only for testing the listening part PETS utterly test ,

hereinafter the same ) and interview rearch methods to conduct a rearch.

PETS test, the National Public English Test, is designed by the NEEA, which is

responsible for national English exam system. As the project of educational exchange

and cooperation between the Chine and British government, it gets the technical

support of the British experts in the design process. The test includes five

levels. In view of the actual situation of Dongfeng junior students in grade three, this

study takes the initial stage of PETS1, slightly higher than the English level of the

graduates of junior high school.

The interviews lay a foundation for the entire study, and throughout the cour

of the study . Through interviews, the rearcher learned about the English listening

methods readily accepted by students. The rearcher also realized the students'

barriers in understanding and improving English listening. This provides for the

integration of the rearcherin the back and analyzing the findings, drawing conclusions, suggestions and comments a wealth of raw materials, makes the suggestions and comments more suitable for junior high school students

to improve their English M listening level.

3.2 Procedures

3.2.1 Subjects: all junior students of grade three of Dongfeng middle school in

Guizhou

The rearcher takes the junior students of grade three of Dongfeng,Guizhou as

subjects, one class has a maximum of 76 people, at least 54 people in a class, a total

of 625 people.

3.2.2 The sample size: 250

3.2.3 Sampling methods

The first step: using stratified sampling method, on the basis of the proportion

the total number of the grades,we randomly lect the corresponding samples of every

class. Extraction result is a group of patients with samples drawn 24 people, 22 people

drawn double shift , three shifts to extract 23 people, 30 were extracted four times or

five extraction 29 people, six class extracted 26 people, ven to extract 22 people,

eight class extraction of 26 people, 25 people were nine extraction , ten class

extracted 23 people.

The cond step: different samples drawn were made by different proportions of

boys and girls in various class. The result is a group of samples extracted boys 14 ,

girls 10 extracts ; cond class extraction boys 12 , girls 10 to extract ; extracted three

shifts 11 boys , 12 girls drawn ; four class of boys and 17 extraction , extraction

girls 13 ; five class drawn 16 boys , 13 girls drawn ; were six boys and 14

extraction , extraction girls 12 ; ven to extract 12 , drawn 10 girls ; eight class

drawn 12 boys , 14 girls drawn ; were nine boys and 11 extraction , extraction girls

14 ; ten class extracted boys 12 , girls 11 drawn .

3.2.4 Inspection and Testing

The sample students were tested by the ptember 2012 PETS1 listening ction.

The test score is t to a question having four points, namely,the total score is one

hundred. During the test, the sample students are required to answer independently.

The rearcher got across the purpo of the test results and stresd the test scores do

not affect their other achievements.

3.2.5 The test date being taken back

At the specified time, the sample students riously answered the questions

before the recovery of the test papers. Without any modification of the test, we're to

ensure the accuracy of the test results.

Ⅳ Data Analysis

4.1 The Results of analyzing class

The study sample was drawn parately from the ten class of middle school,

and from PETS1 test, we can e different class have different English listening

level. It can be en from Figure II that the highest score of the test sample was 96

points; the lowest score was 40 points. It also indicates that they owned the same

English listening teacher, but they would have larger difference in scores. Judging

from this, we knew students' English listening is not only determined by the teaching

method , but also are cloly related to the individual, learning and family

environment and so on .

Making a comprehensive analysis between Figures I and II, it is not difficult to

find that the number of students will also affect students' English listening level. From

Figure 1, we can e that the class four had the largest number of 76,and the class

ven at least had 54 students. Then the analysis can be en in Figure II, the

maximum score of class four was 84, the lowest score was 40, the average score was

56 points, the highest score of class ven was 96 , the lowest score was 56, the

average score was 78. Through careful analysis the Figure II, we also found that class

ven had the least number; however, its average score was the highest. The number

of class two was last but one while its average score was cond. And so on, all had

the inverly proportional trend. From this we can try to make a conclusion that the

number of class will affect a student's academic performance. Therefore, reasonable

class sizes help students learn well and improve their English listening level.

2 The Analysis of Gender

According to the number of boys and girls in each class and their proportion in

the diagram, we can draw the conclusion of junior students in grade three from M

school that boys, accounting for 52.2percent of the total number, were

ingly; girls were 298, which reprent 47.8percent of overall number of

people.

. .

Analyzing carefully the Figure III, we find that gender differences also had an

impact on PETS1 test. From ction "0 - 60", the result of the gment that is not a

passing score is that the boys accounted for 69%, while only 31 percent are girls, the

number of boys is much more than that of girls and the figure also shows that the key

to improve junior high school English listening M the overall level depends on

improving the level of English Listening boys. , "70 - 61" "71 - 80" "81 - 90" and "91

- 100" ,the next four scores from each ction of boys and girls percentage can clearly

find the higher the scores are, the higher the percentage of girls gment is, and the

higher the proportion of boys fighting in a percentage of low gmented is.

4.3 Analysis of Knowledge

Through analyzing careful analysis PETS1 test papers, there are 10 ntences in

the first part, and they all belong to pictures to determine title; there are 15 questions

in the cond part of 15 questions, and they belong to conversation comprehension.

The results of tests to e from Figure IV, the first part of the error

was 17%, the cond part of the error was 44% , the error rate of the cond portion

is much higher than the error rate of the first portion; first portion was 83% correct, the correct rate of 56% of the cond portion, accuracy is much higher than the first portion of the cond portion of the right. Difference from the first part and the cond part of a larger knowledge, the first part is a simple combination of words, and knowledge is the cond part of the third-year students in terms of more complex ntences. We can infer that students themlves learn English listening have not large obstacles,

but mainly with knowledge of the complexity of the students and the concentration

can not reach to the meeting point very well, in order to improve students English

listening level, we need to extend students focusing on time

Ⅴ Discussion

The ultimate purpo of learning English is to make you be able to listen, speak,

read, write and translate, the ability to "hear" is the most significant of the five and

has its unique meaning. Through analyzing PETS1 and interviewing for some

students, we found some similar features of English listening level for grade three

students; here the rearcher called it the status of English listening level.

5.1 Pronunciations

Pronunciation is a problem that lots of foreign English learners will face, becau

a large extent inherent language pronunciation patterns will hinder English

pronunciation, causing the pronunciation in English study

[3]. English learning is a

continuous and comprehensive process, pronunciation makes "speaking" a question,

the students don't know what kind of pronunciation is the correct pronunciation, and it

is difficult to recognize its meaning of what they heard, which directly makes

"listening" a problem. Such as hor and wor , the English pronunciation of the

hor is / hɔːs /,the American pronunciation is / hɔrs /,the English pronunciation of the

wor is/ wɔːs /, American pronunciation is /wɝs /. Moreover, like the sword and

sward , the English pronunciation of the sword is / sɔːd /, the American pronunciation

is / sɔrd /, the English pronunciation of the sward is /swɔːd /,the American

pronunciation is / swɔrd /. Maybe when it is written down, everybody can identify the

difference between them, but in actual English listening, it is difficult to accurately

distinguish, leading to confusion of the ntence meaning, and even the whole period

of misunderstanding of hearing, which influences English learning.

5.2 Difficult to distinguish British English and American English

Both British English and American English have its own advantages, but for

grade three students who mother tongue is not English, well distinguishing British

English and American English is not an easy thing

[4]. In this middle school where the

rearcher took internship, not only the students are confud, but also the teachers

need to improve their ability in this aspect.

5.3 Tension of Uncertain Psychological Factors

As English listening learning has a transforming process of "sound-

form-meaning”, either in English listening tests, or during daily English

communication, it requires the students to quickly react, so as to make the right

respon. However, the actual situation is often more complicated than the

imagination. In the mind of the students, no matter good or bad at English, English

status as a foreign language will never change. Unnaturally, it will cau

psychological tension and uncertainty in the transforming process of "sound-

form-meaning”, which affects its function

[5].

5.4 The Lack of Understanding of the English Cultural Background

Investigation also shows no one student in the school has abroad-study

experience, so it can be judged that grade three students in this school lack the

understanding of the English cultural background. Language as the carrier of culture

conveys the unique charm of a certain culture. The best teachers for learning a

language are to understand the profound culture behind the language. To learning

English and improve English listening comprehension, we should understand the

British and American history and culture, language and literature knowledge, living

habits, cultural background, local conditions and customs and unique daily lifestyle,

understand their idioms, and eliminate the language barriers[6] .

Ⅵ Strategies and Suggestion

The main purpo of investigating the current situation of their listening is to

promote their English learning ability. Through the analysis of PETS1 and interview,

and other scientific rearch results for reference and study, the rearcher

summarizes the following strategies improving English listening comprehension.

6.1 Strengthening English phonetics

Being the foundation of the whole English learning

[7]

, English phonetics is very

important, during English listening learning. To improve students' English listening,

firstly, we should start from the voice. Therefore, in the process of teaching, not only

should teachers guarantee the accuracy of their pronunciation, but also they should

ensure that students learn correct pronunciation. Especially for tho who take

particularly heavy accent, they must try their best to avoid "chinglish" to learn

authentic English and improve English listening.

6.2 Stimulating Students’ Interest and Motivation in Learning English

In learning English, the interest is the key, not only does it affect students'

learning motivation, but also affects students' learning result. Being ten years of

student and one-year teacher, the rearcher found that the wor of one cour, the

more difficult to aro the interest, which will lead to tragedy of compounding

[8]. To

improve English listening ability of the grade three students, we should adopt

different stimulating ways according to different characteristics of students, which

helps improve their learning interest. Grade three students will enter a higher school,

attending a ideal high school is a stimulus for students to learn English well, and also

a stimulus to improve their listening. Taking this as the motivation, driving the interest,

we can improve English listening with the motivation and interest can

students u English in their daily life, in this way, they can reach the goal of

improving English listening ability. Only through listening more, speaking more and

reading more can students find a breakthrough in the English studying, and can they

improve English ability.

6.3 Improving the Skills of English Listening Learning

For grade three students in the school, English is only a cond language,

students don’t learn it as talented as Chine. Therefore, in the process of learning

English, improving the skills is very important to improve English listening ability.

According to the practice and the survey the rearcher studied in the school, we put

forward a few targeted skills of learning English listening in this paper.

6.3.1 Concentration and Focus

Concentration is the key to learn English listening. Much of the current English

listening may only be read once, especially the short conversation, so if there is no

concentration in the process of listening, in the clouds, it is easy to make leakage fault,

and lead to the wrong answers[9].

6.3.2 Finding Rules and Improving Predicted Ability

In numerous listening tests, we found that there exists certain regularity in

English listening test. For example, in a short conversation if a word has been clearly

heard, the word may not be the correct option,while in the long conversation,it's just

the opposite. That ems opportunistic, but for the grade three students who will face

the entrance examination, it is really a valid technique to rai English listening

scores.

6.3.3 Paying Attention to the Stresd and Unstresd, Rising and Falling Tone,

finding out the key information

Under normal circumstances, the important information in the English listening

will be stresd, making a word sound louder and clearer. In the ntence, nouns,

verbs, adjectives, adverbs are generally stresd, and articles, conjunctions,

prepositions, pronouns are unstresd. Through the analysis of stresd and unstresd

reading, students can identify the key information and know the correct answer

[10].

Meanwhile, English listening can u rising or falling tone to identify mantic,

predicting the tone of the article. Normally, English listening rising tone express

uncertainly, disagreement, doubt, hesitant, or expectation, or command, invitations,

greeting, farewell, encourage, etc.; Falling tone is usually ud to give surely reply,

decided to an event, agree a decision, or has complete and independent meaning

[11].

In

English listening, a lot of which are to identify the speaker's attitude, only if students

master the tone of the article, they can eliminate the wrong options and lect the

correct answer whereas they don’t quite clearly hear the speaker's meaning,

6.3.4 Combing Refined Listening and Extensive Listening

Refined listening means that students spend necessary time in listening to

English, during which students are required to listen to each word clearly, master its

meaning and take relevant notes carefully. Extensive reading emphasizes that student

listens to English to know well the scene. In the process of learning English listening,

combining refined listening and extensive listening

[12] will largely increa the time

students learn listening, which helps students learn English listening well and improve

their ability.

6.4 Promoting Students' Understanding of American and British Culture

For mainland students, they have rare experiences abroad, then how to

understand the British and American culture? English teachers and student's parents

should make full u of British and American movies, British and American public

class, British and American magazines and other media to introduce British and

American life habit, thus to arou students' interest in understanding American and

British life. Understanding of British and American habit is beneficial for students to

form way of thinking in the process of learning English, and it will be more conducive

to learn English well

[13].

6.5 Increasing Rich and Colorful Practice

It is known that many schools have activities English corner, English

competition, ten-minute English listening activities, expecting to promote students’

English learning and improve their English ability

[14]. However, we recognized that

the activities take little substantial effect. How to truly give students rich and

colorful practice? The rearcher in a middle school in Guizhou reflected that no

matter on what form of English activities, teachers’ supervision must be strengthened,

as for the rebellious middle-school students, their lf-discipline needs to be improved,

the teachers’ supervisor will greatly improve the efficiency of students’ practice.

Ⅶ Conclusion

This rearch is mainly bad on the practice in a middle school in Guizhou, the

subjects of study is the students of grade three . This rearch us the listening

ction of the national English level test in September, 2012 to explore the great

difference among rearch subjects. Then with the help of SPSS statistical analysis the

rearcher finds out the factors affecting English listening level, and comes up with

targeted strategies to improve listening skill. Converly, it is the right deficiency of

this study, as it has not involved a wide range of rearch, and has reduced the value

of the study, making the further promotion meet with obstacles. For this, the

rearcher feel extremely regretful, and hope to spare appropriate time on making

rearch in this field in the future study and work, making it more valid and

widespread.