IntroducinganInteract_省略_oListeningInstr外文文献综述.docVIP

箝,12卷 曲 靖 师 专学报 第3期 Vol. 12 JOURNAL OF QUJING NORMAL COLLEGE No. 3 Introducing an Interactive Component Into Listening Instruction* By Zhao Jianqun Introduction The traditional view of listening comprehension derives largely from information — processing theory, which sees communication as a potentially perfect encoding — decoding process ,in which speaker and listener approach an identical match of meanings CRost 1990). In relation to this model of language understanding?processes involved in listening comprehension are described as follows ： 1. Listeners rake in raw speech and retain a phonological representation of it in the working memory，， 2. They immediately attempt to organize the phonological representation into constituents ,identifying their content and function， 八s they identify cach constituent，they use it to construct underlying propositions building continually unto a hierarchical representation of propositiorus， 4. Once they have identified the propositions for a constituent, they retain them in the working memory ancl at some point purge the memory of phonological representation. In do ing this, they forget the exact wording and retain the meaning. (Clark and Clark j 977 ： 49) The application of the above theory to listening instruction often requires learners to be1 language processors’who rely exclusively on phonological ? lexical and syntactical knowledge for processing or decoding the incoming data. The instruction often imposes requirements and demands for learners to understand the content of a discourse in detail and to recognize every single word in a listening text，as well as the dupicative recall of the information nt the end of listening as the major measure of comprehension； so much so tbat learners often feel overburdened wich listening (while in fact they are inadequately exposed to authentic and extensive listening) ,and their abilities of fluent ancl interpretive listening comprehension ：re not well -developed. An examination o