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words, …….
4.3 Visual Clues
The listeners can frequently see the person whom they are listening to. This means ……
4.4 Listener’s Response
Most of the listening in daily life allows the listener to respond to the speaker, such as…….
4.5 Speaker’s Adjustment
In most cases, the speaker is talking directly to the listener, so he or she can adjust the way of …….
5.0 Common Listening Barriers
Listening as an important comprehensive skill is being paid attention to and grasped by more and more people. Simultaneously people deeply feel the difficulty in grasping this skill. According to investigation and research, the author discovered that the listener's difficulty mainly displayed in the following several aspects:
5.1 Low Speed
The author frequently hears that listeners complain about the listening speed excessively fast, the information flashed and ……
5.2 Shortage of Imagination and Ability
Majority listeners try their best to understand the whole article word by word, as soon as students meet difficulties in one word, …….
5.3. Not Seizing the Main Points
As if some listener understood each sentence, but cannot speak out the real meaning of the whole text, because they are not good at gaining the main points and …….
5.4 Lack of Background Information
We often discover that when listener hear some familiar materials, it is easy for them to ……
5.5 Lack of Coherent Remembering Ability
The listener can understand the word meaning, but cannot remember the contents after listening, when they listen to the following contents and then they forget the former contents, ……
6.0 The Ways to Improve College English Listening
In a word, listening is the synthesis application ability of pronunciation, grammar and vocabulary……..
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6.1 Pronunciation
Especial the first step of listening comprehension is that accepts pronunciation information, therefore ……
At the same time, article, some pronoun, auxiliary, conjunction and some prepositions are generally not stressed in sentence from the spoken language grammar. A research indicates that there are 19 common words are weak-read on 90% occasions in continuity conversation, such as: at, of, the, to, as, and, or, a, his, an, but, been, for, her, we, he, shall, was, them and so on（Dick and Baley,1991:21-26）……. 引文来源：(姓氏and姓氏，年份：页码) 6.2. Vocabulary …… Obviously, to associate and infer positively through the word meaning is more advantageous in comprehending the real connotation.
6.3. Background Knowledge
Everyone can discover frequently, when listeners are familiar with background material, the listeners can understand it easily. On the contrary, regarding oneself non-familiar or completely strange content, achieving the similar degree is more ……
6.4 Notes
This is a task that requires the listener to take notes while listening. Usually, it is done with a guide of a table with heading given. ……
6.5. Multi-media
6.5.1 Issues about Traditional Listening Educational Model
Over a long time, listen to the recording material - check the answer - listen to the recording material again. ……
6.5.2 The Use of Modern Teaching Equipment
Putting multimedia and electrical audio-visual equipment to use is an important way to reform teaching method and realize teaching’s modernization……..
6.5.3 Practice
Listening is a skill requiring a lot of practice. It is right that paying attention to listening skill, but once the skill separates from the practice, it just \
7.0 The Ways to Improve Your Listening Skills and Ability
The purpose of middle school English teaching is to improve the students' four skills of listening, speaking, reading and writing, But this is not the final purpose. The final purpose is to
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lot let students be able to use the language.......
7.1. Listening
The teachers often speak of the four skills- listening, speaking, reading and writing. ……
7.1.1 Listen-really Listen-to One Person for One Day.
Choose one person you could relate to better. Commit to listening to them-not just hearing them-for one day. .......
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7.1.2 Create a Receptive Listening Environment.
Turn off the TV. Hold your calls. Put away your spread sheets and silence your computer. ...... ……
7.1.3 Don’t Talk When I’m Interrupting.
If someone else is interrupting, avoid the temptation to reply in kind. It'll just raise the ...... ……
7.1.4 Don’t Overdo It.
Sometimes newcomers to the skill of listening can get carried away. They know they're supposed to have eye contact, ......
7.1.5 Practice Mind-mapping.
An excellent method for note taking is mind-mapping. .......
7.1.6 Be Alert to Your Body Language
What you do with your eyes, face, hands, arms, legs, and posture sends out signals as to ......
7.1.7 Abstain From Judging
As someone once advised, Grow antennae, not horns. If you prejudge someone as shallow or ......
7.1.8 Listen With Empathy
No matter how outrageous, inconsiderate, false, self-centered, or pompous the person ......
7.1.9 Be Sensitive to Emotional Deaf Spots
Deaf spots are words that make your mind wander or go off on a mental tangent. They......
7.1.10 Create and Use an Active-listening Attitude
Learning to be an active listener is like learning to be an active jogger. It takes effort. ......
7.2 Speaking
Speaking can't be taught separately. It is often connected with listening. So we often speak of listening and speaking.
……
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7.3 Reading
Reading is an important way of gaining information in foreign language learning,……
7.4 Writing
Writing is one way of providing variety in classroom procedures. It provides a student with……
7.5 Tips for Being a Good Listener 7.5.1 Pay Attention
Give the speaker your undivided attention and acknowledge the message. Recognize
that ......
7.5.2 Show That You Are Listening
Use your own body language and gestures to convey your attention......
7.5.3 Provide Feedback
Our personal filters, assumptions, judgments, and beliefs can distort what we hear. ......
7.5.4 Defer Judgment
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. ......
7.5.5 Respond Appropriately
Active listening is a model for respect and understanding. You are gaining information and......
8.0 Conclusion
In brief, listening comprehension not only requests the listeners to have good language knowledge and non-language skill, but also needs the listener to transfer each language factor and the non-language factor as far as possible, such as pronunciation, syntax, word meaning, background knowledge, listening skill, individual experience and so on, of course, …….
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参考文献另起一页。顶格Times New Roman，四号黑体，多倍行距1.25个值。 Bibliography: 外语教学与研究出版社,2000: 27-29.
英文书名、期刊名斜体。单作者时，先姓（全写）后名名也可全写，但前要保持后一致。需标明“文献类别市名，出版社、出版时间、页码”标点符号用英文状点符号。英文文献在前，中文文献随后。英文按姓氏序、中文按拼音首字母顺序排列。 [1] Brown, D. Teaching by Principle: An Interactive Approach to Language Pedagogy [M]. 北京：
[2] Connor, U.& K. Asenavage. Peer Response Groups in ESL Writing Classes [J]. Journal of 英文期刊名斜体，Second Language Writing, 1994(3): 56-58. 不斜体，期刊需标[3] Cook, V. Second Language Learning and Language Teaching [M]. London: Arnold, 1991: 份(第几期)：起止页137-178. [4] Sperber, D. and D. Wilson. Relevance: Communication and Cognition[M]. Oxford: Blackwell, 英文书名、期刊名斜体。两作者时写）后名（缩写）and先名（缩写1986/1995: 95. ?? ??
写） 。三个作者以上，可只列出的姓和名，逗号隔开紧跟et al（母间没标点但空一格）。如Sperb[17] Tabor, W.. Syntactic Innovation: A Connectionist Model[D]. Ph.D. Dissertation. Stanford: Standford University, 1994: 54.(学位论文标注同下：[20]，但英文文章名斜体) [18] 崔虹兵. 积极创设英语情景，激发学生学习英语的兴趣[J].中小学英语教学与研究, 1993
(5): 39.
[19] 舒白梅. 现代外语教育学[M] . 上海:上海外语教育出版社, 2005: 65.
[20] 唐其敏. 英语经济语篇中的隐喻.硕士学位论文[D].重庆: 重庆大学, 2003: 13. ……
论文集论文
学位论文的标注：作者名.文章名[D]. 作者就读学校.发表（完成）论文年份.中文书名和文章名不斜体 [1] Bergmann, Merrie. Metaphorical Assertions[A]. Davis, Steven. Pragmatics: A Reader[C]. New
York＆Oxford: Oxford University Press, 1991: 68.(论文集中英文文章名不斜体，但论文集名斜体)
[2] 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: 45-46. 网上文献
[1] Wedemeyer, Bill. The One-Room School Homepage.[J/OL] 21 Mar. 2006 www.msc.cornell.edu//~weeds/SchoolPages/welcome.html > [2] 王岳.当代媒体的网络文化与电视批评[DB/OL]. display/58592.html/(2005年11月18日读取)>. 7