非英语专业高职高专生听力材料和听力焦虑的相关性分析.docVIP

非英语专业高职高专生听力材料和听力焦虑的相关性分析 Chapter One Introduction1.1 Motivation and Rationale of the ResearchLearners are required to listen to heterogeneous listening materials if they intend toachieve effective and efficient communication in English under a variety of contexts.Nevertheless, comprehensibility of different listening materials may not be equal toevery listener even though they identify every word in the text. Studies demonstrate thatforeign language learners find it difficult to comprehend academic lectures and fail tocatch the main points of the lectures in spite of their sufficient language proficiency.(Allison Tauroza，1995; Hyon, 1997; Thompson, 1994; Young，1994). This ismainly because learners focal point is to decode the speech，word by word, rather thanlocate the main idea by recognizing the transitions between ideas and grasping the entirestructural feature of the given materials. Large amounts of evidence indicate thatbackground knowledge of the content and that of the text style should be equallyessential to learners in comprehending the text. In other words，if listening materials arein the same genres, similarity in form, style and structure, they may serve as the equalsocial purposes and information organization in the same famats. Li (2005) showsEnglish majors obtain the marks from the highest in conversation, then the lecture to thelowest in news broadcasting during TEM4s listening comprehension by a quantitativeanalysis and also proves that English majors perform differently among conversation,lecture, news (Li, 2005:102:63). So, familiarity with the generic characteristics of the 一listening materials will help listeners understand the entire structure of the text.And recent years witness that an increasing number of researchers and educatorshave given learner factors, particularly affective factors their due because learners arephysically cognitive and primarily emotional beings (Rogers, 1976, cited by Brown,1994). Among all the researches of aff