Facilitating second language listening comprehension: acquiring successful strategies
Facilitating second language listening comprehension: acquiring successful strategies
复制标题
促进第二语言听力理解：获取成功策略
DOI：
10.1093/elt/53.3.168
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
Larry Vandergrift
中科院分区：
文献类型：
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作者：
Larry Vandergrift
本文提出了在语言学习/教学中重视听力训练的观点。在此基础上，作者对听力教学的研究现状进行了回顾，并对听力学习者如何运用策略来促进听力学习过程进行了阐述。论文的主要部分提出并讨论了教学建议，以及用于消除元认知意识的性能检查表的例子。听力理解绝不是一种被动的活动。这是一个复杂而活跃的过程，听者必须区分声音，理解词汇和语法结构，解释重音和语调，保留所有上述内容，并在话语的直接和更大的社会文化背景下解释它。协调所有这些涉及到听者的大量心理活动。倾听是一项艰苦的工作，需要更多的分析和支持。听力理解作为语言学习的一个独立而重要的组成部分，其有效性的争论才逐渐引起人们的关注。最近的研究表明语言输入在语言学习中的关键作用（例如Dunkel 1991，Feyten 1991），为听力理解在教学方法中的首要地位提供了支持。这使得Dunkel断言，听力理解的研究已经成为第二语言习得理论建设、研究和教学的“北极星”。本文将解释听力理解如何促进语言学习/习得的过程，听众如何使用策略来促进这一过程，以及教师如何培养这些策略的发展。听力如上所述，现在人们普遍认为听力理解在促进语言学习中起着关键作用。根据加里（1975）的观点，听力学习的锡永，特别是在第二语言教学的早期阶段，提供了四种不同类型的优势：认知、效率、效用和情感。首字母缩写的认知优势
This paper presents arguments for an emphasis on listening comprehen- sion in language learning/teaching. An explanation of how listeners can use strategies to enhance the learning process is presented, with a review of the existing research base on how second language listening is taught. The major part of the paper presents and discusses pedagogical re- commendations, as well as examples of performance checklists for de- veloping metacognitive awareness. Introduction Listening comprehension is anything but a passive activity. It is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger sociocultural context of the utterance. Co-ordinating all of this involves a great deal of mental activity on the part of the listener. Listening is hard work, and deserves more analysis and support. Listening comprehension as a separate and important component of language learning only came into focus after significant debate about its validity. Recent research has demonstrated the critical role of language input in language learning (e.g. Dunkel 1991, Feyten 1991), providing support for the primacy of listening comprehension in instructional methods. This has led Dunkel to assert that the study of listening comprehension has become the 'polestar' of second language acquisition theory building, research, and pedagogy. This paper will explain how listening comprehension can enhance the process of language learning/acquisition, how listeners can use strategies to facilitate that process, and how teachers can nurture the development of these strategies. Listening As mentioned above, it is now generally recognized that listening comprehension comprehension plays a key role in facilitating language learning. and language According to Gary (1975) giving pre-eminence to listening comprehen- learning sion, particularly in the early stages of second language teaching/ learning, provides advantages of four different types: cognitive, efficiency, utility, and affective. The cognitive advantage of an initial