基于anderson认知理论对英语听力理解困难研究英语语言文学专业论文.docxVIP

i i Acknowledgements It is a pleasure for me to be able to express my appreciation here. I am deeply grateful to my supervisor Liu Chenyan, without whose encouragement and assistance I can’t complete this thesis. Her professional advice and instructions guide me through every step of finishing this thesis. I am also impressed by her inspiring enlightenment and rigorous attitudes towards scholarship. Especially, in the later step, she gave critical review and correcting to my thesis. I would like to give my thanks to other professors in my department for their assistance in my material collecting. The great acknowledgements should also be extended to scholars whose articles and words I have quoted and referred to. Their ideas give me guidance in my essay composing. Finally, I sincerely thank my friends who have offered me useful suggestions and help me collect materials. Of course, I have to thank my parents who gave me understanding and support, I believe that I would go further in my life. ii ii Abstract Of the five skills of listening, speaking, reading, writing and translating, listening, as an input, is a main means to gain information. With listening comprehension brought into English examinations at both high school and university levels, listening comprehension difficulties are increasingly attracted attention by parents, students, teachers and researchers. This thesis researches on listening comprehension difficulties confronting students from different levels, based on Anderson’s cognitive three-phase model. Questionnaires are adopted to research on 102 respondents, including 34 students from Chang’an Senior High School in Tai Yuan, 35 college students and 33 postgraduate students in North University of China. In order to find out what difficulties they are faced with while listening to English, the objectives of this study are: 1) in which phase(s), students from different levels are faced with listening comprehension difficulties, perception, parsing o