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1、An Analysis of the Key Factors Affecting Learners Listening Comprehension 【摘 要】为了提高听力课堂的教学效果，本文探讨分析了影响 提高学习者英语听力理解力的主要因素，它们是坚实的语言基础、 相关文化背景知识、学习策略和技巧以及大量的语言实践，最后 作者就如何提高听力提出了相关的建议。 【关键词】听力理解力 影响因素 【abstract】with the purpose of improving the teaching of listening, this paper attempts to explore the k
2、ey factors that hinder the improvement of students listening comprehension. the research results indicate that problems mainly lie in the lack of a solid language foundation, cultural background knowledge, appropriate acquisition strategy and skills as well as enough practice and in the end the writ
3、er offers some suggestions on how to improve students listening comprehension. 【key words】listening comprehension affecting factors introduction Foreign language listening comprehension is a complex process and crucial in the development of foreign language competence, yet the importance of listenin
4、g in language learning has only been recognized relatively recently. with a view to keeping pace with the development of society and meeting the needs of the country and society for qualified personnel in the new era, college English curriculum requirements for nonEnglish major students, drawn up by
5、 the ministry of education of china in 2007, provides colleges and universities with the guidelines for instruction to nonEnglish major students. according to college English curriculum requirements, the objective of college English is to develop students ability to use English in an allround way, e
6、specially in listening and speaking, so that in their future work and social interactions, they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of chinas social development and international exchanges. students should be able to
7、 understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute（wpm）, grasping the main ideas and key points. they are expected to be able to employ basic listening strategies to facilitate comprehension（basic requirements）. students should generally be able to follo
8、w talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details（intermediate requirements）. students should, by and large, be able to understand radio and TV pr
9、ograms produced in Englishspeaking countries and grasp the gist and key points. they should be able to follow talks by people from Englishspeaking countries given at normal speed, and to understand courses in their areas of specialty and lectures in English（advanced requirements）. the above mentione
10、d three requirements serve as reference standards for colleges and universities in teaching english. in doing so more emphasis should be placed on the cultivation and training of listening and speaking abilities. how can we, english teachers, achieve the goal set by college english curriculum requir
11、ements? a variety of measures have been taken to strengthen the training, but it just can be found that it is very problematic for many chinese students to make progress quickly in listening, and the performance of students in listening comprehension in both traditional and internetbased cet4 and ce
12、t6 turned out to be quite unsatisfactory, which reveals that quite a number of students still have a long way to go, and it is quite a job for us teachers to improve students listening ability in more effective ways. therefore, we had better find out what obstacles the students have in their studies
13、 and try to solve them as soon as possible. key factors affecting students listening comprehension as we know, language is a means of communication, and the final goal of learning english is to communicate. nunan（1998）believes that, “listening is the basic skill in language learning. without listeni
14、ng skill, learners will never learn to communicate effectively. in fact over 50% of the time that students spend functioning in a foreign language will be devoted to listening.”（p.1）despite students having mastered the basic elements of english grammar and vocabulary, their listening comprehension i
15、s often weak. improving listening comprehension has become the main concern of both the teachers and the students. yet under the present examination systems, language knowledge is mainly tested rather than the communicative competence is trained. this leads to a great dissatisfaction due to the obvi
16、ous deficiency of communicative ability and listening ability. careful observation of school english teaching practice has found that the teaching of listening skills is still the weak link in the language teaching process. through systematic study of basic english teaching stages at university, it
17、has been recognized that while students integrated skills in reading, writing and translating have been improving, their listening and speaking capabilities have been left behind. we conducted a survey by questionnaire and interview with 239 four year nonenglish major students from grade 2009. the q
18、uestionnaire is administered under the supervision of teachers in class. from the statistics of the survey we had conducted, we find there are four major factors leading to this unsatisfactory situation. they are poor language foundation, bad study habits, lack of crosscultural understanding and neg
19、lect of enough practice. 1lack of a solid language foundation as we know there are mainly two aspects affecting language learning, i.e. linguistic and nonlinguistic factors. the linguistic factors relate to basic language knowledge, for instance, phonetics, vocabulary and grammar, which have a profo
20、und effect on listening comprehension. in traditional approaches to language teaching, the degree of proficiency that a learner achieves is described in terms of his mastery of “structures” that is, whether or not, or to what degree he has learned the sounds of the target language, a certain amount
21、of grammar, and a certain number of words. language is the voice, and listening training consists of both the discriminative listening stage and the comprehensive listening stage. so first of all, students should be familiarized with english consonants, vowels, stress, liaison, contraction, reductio
22、n and intonation, because inaccurate pronunciation results in vague listening. if a learners pronunciation is far from correct, or he is unable to discriminate certain similar phonemes, such as thirty and thirteen, pressure and pleasure, field and failed, etc., it is almost impossible for him to kno
23、w the meaning of a word, a sentence, or a passage. in addition, it is effective to make the students aware of some characteristics of spoken english and the differences between american english and british english. for instance, americans pronounce the word address dres, eitheri:, garagera:, whilehw
24、ail, tomato tmeitu, scheduleskedul , etc. in a different way from british speakers, who pronounce them asdres , ai , ra:,wail, tma:tuand edju:l. in oral english, contractions like “ive”, “youd”, “lets” are very common. besides, there may be changes in pronunciation owing to intonation, liaison, loss
25、 of plosive, stress, or speed, like “and you?” “hurry up.” “just do it.” “i dont know.” etc. secondly, it is common knowledge that grammar is the rules of a language. to a second language learner, the study of grammar is indispensable. and the purpose of studying grammar is not merely to express you
26、rself freely and correctly, but to understand the meanings of words, structures, and textual relationships, e.g.: m: if the traffic were not so bad, i could have been here by six oclock. w: what a pity! john was here to see you. q: what happened to the man? a. he had to work overtime. b. his car ran
27、 out of gas. c. he was held up in traffic. d. he had a traffic accident. since the subjunctive mood is used, which refers to opposition contrary to the fact, then c. “he was held up in traffic.” is the best answer. so there is no denying the fact that grammar is very important for listeners. thirdly
28、, an increased vocabulary can help the students become more knowledgeable, thus making their listening and reading easier and more enjoyable. listeners can not understand sentences or passages when they come across too many new words while listening. the students should not only expand their vocabul
29、ary and have a good command of idiomatic expressions, but also become familiar with them through listening and reading. as a result, college english course design should help students to have a solid foundation in the english language while developing their ability to use english, especially their a
30、bility to listen and speak in english. all in all, listening comprehension has much to do with ones allround knowledge of english, without a solid language foundation, it is difficult to improve ones listening ability, while the improvement of ones listening ability will in turn prompt the developme
31、nt of other language skills. 2lack of cultural background knowledge there are also nonlinguistic factors affecting language learning. the nonlinguistic factors consist of background knowledge, mother tongue interference, listening habit, learning strategy and skills, etc. as we know, listening compr
32、ehension consists of far more understanding of what the words and sentences mean, it involves understanding what the speakers mean. every country has different customs and cultures. culture and language cannot be separated. more specifically, language carries knowledge and cultural information and i
33、t reflects the substantial and particular ways of thinking of that group of people. thus culture is embedded in even the simplest act of language; it is indispensable to language learning. then an important requirement for language learning is the acquisition of cultural knowledge. a lack of general
34、 background knowledge of a specific topic or subject also presents a barrier to listening comprehension. students do not have adequate knowledge of life, work, history, and customs in foreign countries, thus it sometimes happens that, although they might understand the context, they are unable to un
35、derstand completely and answer specific questions. however, if they are listening to a passage very familiar to them（e.g. april fools day, thanksgiving day, christmas, etc.）, they will surely understand it and breeze through the questions. therefore, students must read more extensively to broaden th
36、eir knowledge of areas where english is spoken, and to know about these peoples and their cultures. by crosscultural comparison, students can achieve new cultural knowledge different from their own native culture. college english is not only a language course that provides basic knowledge about engl
37、ish, but also a capacity enhancement course that helps students broaden their horizons and learn about different cultures in the world. it not only serves as a tool, but also has humanistic values. when we design college english courses, therefore, it is necessary to take into full consideration the
38、 development of students cultural capability and the teaching of knowledge about different cultures in the world. 3lack of adequate exposure to english just as the proverb goes, “practice makes perfect.” it is imperative for the students to have more practice outside class because the classroom hour
39、s are insufficient. the students havent been practicing enough. on the one hand, careful selection of materials that suit students interests and english proficiency is vital to english learning. on the other hand, for chinese college nonenglish majors, the nonsupportive environment, limited time for
40、 english study and inadequate exposure to english, etc. are so obvious and likely to lead to the adoption of certain learning strategies. as a result, it is important to keep in practice. college students themselves should spare certain amount of time to read or listen to english regularly. colleges
41、 and universities should explore and establish a webbased listening and speaking teaching model that suit their own needs in line with their own conditions and students english proficiency, and deliver listening and speaking courses via the intranet or campus network. the computer and classroombased
42、 teaching model should be built on modern information technology, particularly network technology, so that english language teaching and learning will be, to a certain extent, free from the constraints of time and space and geared towards students individualized and autonomous learning. 4lack of lea
43、rning strategy second language learning strategies have been defined in various ways. oxford（1986）summarized five key factors derived from selfreported strategies:（1）general study habits,（2）functional practice,（3）search for communication of meaning,（4）studying or practicing alone and（5）memory device
44、s. wenden（ 1987:67）maintains that second language learning strategies involves three aspects:（1）language learning behaviors learners actually engage in to learn and regulate the learning of a second language;（2）learners knowledge about their use of strategies;（3）learners knowledge about aspects of t
45、heir language learning which may influence their choice of strategy. during the past few decades, the research emphasis of second language acquisition began to shift from teaching to learning. students are expected to be able to employ basic listening strategies to facilitate comprehension. stern at
46、tempted to identify ten strategies of successful learners, including（1 ）planning strategy,（2）active strategy,（3） empathic strategy,（4）formal strategy,（5）experimental strategy,（6）semantic strategy,（7）practice strategy,（8） communication strategy,（9）monitoring strategy and（10） internationalization stra
47、tegy. it has become increasingly clear that a more direct understanding of the language learning process is needed to improve teaching methods. psycholinguistics and cognitive psychology are trying to explain the development of competence in a second language. it has been widely acknowledged that la
48、nguage processing strategies exist and influence second language acquisition. less competent learners can improve their skills in a second language through training on strategies evidenced among more successful language learners. second language learners employ various learning strategies in assisti
49、ng their mastery of the second language. yet in class, quite a few english teachers give listening lessons in such a way that recording is played, difficult words and phrases are explained, multiplechoice questions are attempted by the students, and finally they are checked for comprehension. listening skills are seldom taught and practiced in class. then listening, in fact, is not being taught, but tested. by such teaching methods, the students are not only unlikely to make improvement in their liste