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作为语言输入的重要一项,听力考查对口头语言材料的理解和处理加工能力。听力文本解读不是简单地看看录音材料,对对答案,而是对听力文本的深入分析和理解,构建语篇结构图式,这对提升听力水平有极大的促进作用。首先,需要了解高中听力教学目标(见表1)。
结合表1中的高中听力教学目标,本文对常见的两种听力类型,即对话和独白进行文本解读。
听对话
对话是听力的常见形式,通常在特定、具体、真实的语境中发生,和日常生活有关,涉及问候、购物、问路、咨询、建议、约会、打电话等各种话题。
1. 理解主旨大意
对话的整体输入与理解是首位的。无论对话长短,要明确对话的情境、说话者身份、交流目的是对话语主旨要义的理解和归纳。西方人说话开门见山,因此,听懂对话的开头对把握主旨很关键。
例1:2015全国卷听力Text 7 W: Hey, Peter, I’m sorry.
M: Hi, Diana, what’s wrong?
W: We were going to Hong Kong this weekend but I’m afraid I can’t go. M: How come?…
学会抓住关键词,听清时间、地点、人物、事件、方式,听懂主要情节的描述及结果等。学会预测说话人的说话目的和内容,养成随手记录关键词或重要细节的习惯。泛听时听懂主要意思即可,不必过于纠缠某些细节,把握主旨要义。

2. 事实细节及推断
听力中事实细节题居多,重要的细节信息对理解主旨起到支撑作用。听时先读题,预测考点,有的放矢,抓住关键词。同时,捕捉特定信息、分析和处理信息,如养成对数字的敏感的习惯,包括时间、价格、年龄、重量、房号、距离、电话号码等,有些数字题还需简单运算,及时记下。
听力推断则需要综合多种信息,进行快速判断,难度稍大。如根据对话内容、称谓及双方的语气,判断说话人的职业、身份或关系;或根据所听到的关键词判定对话情境等,如听到make a reservation,check in,single room等联想到hotel,这需要平时教学中加强语块的积累,将听力词汇按照话题分类;或推测对话人之后会做的事,此时特别关注最后的答语;或捕捉听力中情感、情绪及语气的变化,听出言外之意,体会说话人的态度。
例2:
W: I really enjoy the play. The students did a great job with the scenery. It looks so authentic. I felt like I was back in the 18th century.
M: I wish you could say the same thing about the costumes.
Q: What does the man mean?
A. He thinks the scenery of the play is real.
B. He doesn’t think the costumes look good.
C. He wishes the woman could love the costume.
答题时,学生要熟悉costume一词,还要识别虚拟语气方可作答。复听时,可对照文本,划出不懂的词汇、句子等,找出理解的障碍,这样反思、归因有助于听力的提高,毕竟听力也离不开语言知识。有时听力材料还涉及跨文化交际、英语国家的文化背景等,这都需要平时的积淀。
3. 抓住话轮转换
对话的一个特点是话轮(turn),即说话人的轮换。话轮转换是会话双方轮流说话,互换角色(胡壮麟,1994)。这是一个动态过程,随着话轮的交替,追问事件的发展及说话人下一步打算等。听对话时,要注意双方话轮的切换,新话题多在说话者的问句中出现,所以先要听清说话人的提问,对方则是围绕着问题展开回答,这是听力设问即主旨、细节和推断所在,是听力答案的信息来源。
例3:人教版教材M5U4 Making the News
Can I Help You?
Zhou Yang is hoping to interview Liu Ming, a famous tennis player, about his decision to work abroad. So he calls Liu Ming’s assistant, Lily Wong, to make an appointment.
(标题及背景介绍帮助文本整体理解。)
(telephone ringing) (电话铃声提示对话情境)
L: Hello. This is Lily Wong, Liu Ming’s assistant. Can I help you?
Z: Hello. I’d like to speak to Liu Ming please.
L: I’m sorry but he’s busy now. Who’s speaking?
Z: This is Zhou Yang from China Daily. I’d like to interview Liu Ming about his decision to play professional tennis abroad. ...
(开头交代身份及来电目的。)
L: Ok. Now, let me see… Liu Ming’s going to see his family tomorrow and then talk to some students on Wednesday morning. Then at four o’clock he’ll go to a special party given by the leaders of our city. What about meeting him in the early morning?
Z: How about over lunch? Our readers will be very interested in his views.
(本话轮为商定采访时间,细节信息较多,必要时记录。)
…
Z: So will 12 o’clock be OK? Where would be the best place to meet?
L: Why not meet at the Garden Hotel at 12 o’clock. I’ll put it in his diary for Wednesday so he’s sure to come.
…
(本话轮确定了采访时间及地点。)
可见,听力长对话包括多个话轮,涉及几个具体话题,听时要留心因果、转折、假设等逻辑关系,听出建议句型、反问句式等。对话的难点就在于辨清说话人的思路及对话的发展。熟悉话轮的转化机制,对把握话题的更迭和对话的层次有帮助。平时,在大量的对话听力中,请学生琢磨体会这种话轮的转换,听清楚出问题,找到话轮的转换和关联,体会对话的发展。并且,听说相辅相成,听力文本也是很好的对话范例,利用教材中会话练习前的听力输入,可以让学生模拟练习对话,体会话轮转换技巧,从而提高英语交际能力,促进听力理解,实现“用英语做事情”。
听独白
独白主要包括报告、演讲、天气预报、新闻报道、广播、故事等,较对话而言词汇稍难,句式偏长,突出对句子以上层面的语言信息的理解,重在对口语材料的整体理解和主旨概括能力。
1. 重视语篇分析
优秀的听力语篇能力不仅要能够把握语篇的结构特点,而且能与其交际目的和语境联系起来。文本解读时,要抓住篇章的主线发展,关注连贯标志,理清语篇结构,做到听懂主题和主体段落。
例4:
Good afternoon, and welcome to England, one of the most beautiful countries in the world. We hope that your visit here will be a pleasant one. Today, I would like to draw your attention to a few of our laws.
The first one is about drinking. …Secondly, noise. … Thirdly, crossing the road. … My next point is about litter. … Finally, it is against the law to buy cigarettes if …
若捕捉到上述画线部分的要点,就得知说话人在告知英格兰的一些法律,如关于饮酒、噪音、过马路、垃圾以及购买香烟等方面。
例5:2013年北京卷Text 9
Before I go on vocation, I always plan my trip very carefully. I usually go online to look up all the necessary information, because I don’t trust the descriptions in the guide books or what the travel agency tells me. I look up possible destinations and compare them carefully to see which one best suits my needs. Then, I check the cost of travelling to that particular place. If I am going by plane, then I have to compare the prices of the different airlines in order to get cheapest tickets. If I am travelling by train, then I have to look into train passes or special train ticket office. I seldom travel by buses, because of the high rate of traffic accidents on the high way. I also need to check hotels. Usually I choose to stay cheap hotels. Finally I try to plan how much I need spend on meals and sightseeing. If I plan carefully, I can usually have a good time for the lowest cost. 听完第一遍后,提问:
1. What is the topic of this text?
2. Why does the speaker go online to look up information?
3. How does the speaker plan his trip?
问题一是话题导入,也是对全文主旨理解的考查;问题二询问说话人为何要上网找信息;问题三是语篇重点即如何做旅游计划。三个问题和语篇结构有关,环环相扣。需要抓住文本中的关键句及连接词:Before I go on vocation, I always plan my trip very carefully. I usually go online to look up all the necessary information, because… To begin with, …Then … Finally, … If I plan carefully, I can usually have a good time for the lowest cost.建立起该语篇的结构图式。
听完第二遍,请学生列出逻辑词,厘清文脉,画出语篇结构图,并口头概括或复述文章内容。最后再来做高考选择题,则水到渠成。
上述二例均有主题句和明显的关联词,根据头脑中已建立的该类语篇结构图式,对语篇自然产生一定的预期,有助于宏观把握全篇内容,而不是零散信息。再如,新闻英语的语篇结构呈倒金字塔结构,听新闻主要考查新闻的六要素when/where/who/what/why/how,听懂开头news lead找到题眼,就能迅速抓住新闻的主旨或基本要素。平时听力训练时,需着眼于语篇,设计多种题型,不局限在单项选择上,设计的问题要对文本的内容和结构都有所涉及,从而培养学生的语篇意识,提高把握材料重点和关键信息的能力。
2.弥补知识短板
听力语音转瞬即逝,所以语言知识的熟练程度决定了反应的灵敏度和理解的准确度。针对语言问题,教师可听后发放听力文本,复听关键词或难句理解——如各种从句、非谓语动词、强调句、 倒装句、虚拟语气等,重点关注未听懂的词句,弄清听力理解的障碍。有时,听力出题会涉及重点词汇及复杂句式的理解及一定的文化背景知识。
例6:2015年全国卷的Text 10
Look at this picture. It’s the London Tea Trade Centre. As you can see, it is on the North Bank of the River Thames. It is the center of an important industry in the everyday life of the British people. Tea is the British national drink. Every man, woman and child over ten years of age, has an average of four cups a day, or someone thousand five hundred cups annually. About 30 percent of the world’s export of tea makes its way to London. And Britain is by far the largest importer of tea in the world.
Now in the second picture, you can see how tea is tasted in the Tea Trade Centre before it is sold. Here, different types of tea are tasted by skilled tea-tasters before they are sold at each week’s tea sale. It’s amazing to see them at work! Over a hundred kinds of tea are laid out in a line on a long table. The tasters generally taste tea with milk, since that is how the majority of British people drink their tea. The tasters move down the line with surprising speed, tasting from a spoon and deciding what is a fair price for each tea. After that, they…
从“Look at this picture. ”“As you can see,” “Now in the second picture, you can see…”这些句型可知说话人在介绍图片,听者随之形成画面感。文本从图一London Tea Trade Centre谈起,提到英国的茶文化,举例说明茶在英国人生活中的地位,图二描绘了售前鉴茶的场景。文中词汇industry/annually/export/ importer/are laid out in a line on a long table/a fair price等,以及一些句子偏长,对基础薄弱生产生很大的语言障碍。
17. What percentage of the world’s tea exports go to Britain? A. Almost 15%
B. About 30%
C. Over 40%
对细节信息数字的考查,学生要理解About 30 percent of the world’s export of tea makes its way to London.这句话。
18. Why do tea tasters taste tea with milk?
A. Most British people drink tea that way.
B. Tea tastes much better with milk.
C. Tea with milk is healthy.
答案A. Most British people drink tea that way.将原文中the majority作了替换,对词汇熟悉才能反应快。
19. Who suggests a price for each tea?
A. Tea tasters.
B. Tea exporters.
C. Tea companies.
文中The tasters move down the line with surprising speed, tasting from a spoon and deciding what is a fair price for each tea.句子长,跨度大,句法要求高。
20.What is the speaker talking about?
A. The life of tea tasters.
B. Afternoon tea in Britain.
C. The London Tea Trade Centre.
答案选C,本题考查主旨理解。
听力训练过程中,一定要夯实基础,加强词汇学习,对照文本材料找出不解之处,在词汇本、改错本上整理汇集起来,还可摘录好的句式为写作积累素材,做到“一文多用”。同时,多让学生准确朗读听力材料,跟读录音,提高辨音及反应能力。平时听力教学时,听前可以利用插图等介绍语境,或根据内容提前设计一两个主干问题和听力任务,让学生做好听的准备,通过听寻求所需要的信息。甚至,可将听力中出现的生词提前教给学生,扫除听力障碍,增强学生听的信心。
总之,听力考查主旨推断和事实细节的辨别能力,强调语言的交际功能和文化内涵。听力教学的目标不是为了提高检测结果,而是培养听力理解和综合语言运用能力,因此听力教学不应“守株待兔”,更应主动出击,精听与泛听相结合,课内和课外相结合。实践证明,听力文本解读对学习语言知识,建立语篇意识,提升听说读写水平是大有裨益的。让我们将听力文本解读进行到底!
结合表1中的高中听力教学目标,本文对常见的两种听力类型,即对话和独白进行文本解读。
听对话
对话是听力的常见形式,通常在特定、具体、真实的语境中发生,和日常生活有关,涉及问候、购物、问路、咨询、建议、约会、打电话等各种话题。
1. 理解主旨大意
对话的整体输入与理解是首位的。无论对话长短,要明确对话的情境、说话者身份、交流目的是对话语主旨要义的理解和归纳。西方人说话开门见山,因此,听懂对话的开头对把握主旨很关键。
例1:2015全国卷听力Text 7 W: Hey, Peter, I’m sorry.
M: Hi, Diana, what’s wrong?
W: We were going to Hong Kong this weekend but I’m afraid I can’t go. M: How come?…
学会抓住关键词,听清时间、地点、人物、事件、方式,听懂主要情节的描述及结果等。学会预测说话人的说话目的和内容,养成随手记录关键词或重要细节的习惯。泛听时听懂主要意思即可,不必过于纠缠某些细节,把握主旨要义。

2. 事实细节及推断
听力中事实细节题居多,重要的细节信息对理解主旨起到支撑作用。听时先读题,预测考点,有的放矢,抓住关键词。同时,捕捉特定信息、分析和处理信息,如养成对数字的敏感的习惯,包括时间、价格、年龄、重量、房号、距离、电话号码等,有些数字题还需简单运算,及时记下。
听力推断则需要综合多种信息,进行快速判断,难度稍大。如根据对话内容、称谓及双方的语气,判断说话人的职业、身份或关系;或根据所听到的关键词判定对话情境等,如听到make a reservation,check in,single room等联想到hotel,这需要平时教学中加强语块的积累,将听力词汇按照话题分类;或推测对话人之后会做的事,此时特别关注最后的答语;或捕捉听力中情感、情绪及语气的变化,听出言外之意,体会说话人的态度。
例2:
W: I really enjoy the play. The students did a great job with the scenery. It looks so authentic. I felt like I was back in the 18th century.
M: I wish you could say the same thing about the costumes.
Q: What does the man mean?
A. He thinks the scenery of the play is real.
B. He doesn’t think the costumes look good.
C. He wishes the woman could love the costume.
答题时,学生要熟悉costume一词,还要识别虚拟语气方可作答。复听时,可对照文本,划出不懂的词汇、句子等,找出理解的障碍,这样反思、归因有助于听力的提高,毕竟听力也离不开语言知识。有时听力材料还涉及跨文化交际、英语国家的文化背景等,这都需要平时的积淀。
3. 抓住话轮转换
对话的一个特点是话轮(turn),即说话人的轮换。话轮转换是会话双方轮流说话,互换角色(胡壮麟,1994)。这是一个动态过程,随着话轮的交替,追问事件的发展及说话人下一步打算等。听对话时,要注意双方话轮的切换,新话题多在说话者的问句中出现,所以先要听清说话人的提问,对方则是围绕着问题展开回答,这是听力设问即主旨、细节和推断所在,是听力答案的信息来源。
例3:人教版教材M5U4 Making the News
Can I Help You?
Zhou Yang is hoping to interview Liu Ming, a famous tennis player, about his decision to work abroad. So he calls Liu Ming’s assistant, Lily Wong, to make an appointment.
(标题及背景介绍帮助文本整体理解。)
(telephone ringing) (电话铃声提示对话情境)
L: Hello. This is Lily Wong, Liu Ming’s assistant. Can I help you?
Z: Hello. I’d like to speak to Liu Ming please.
L: I’m sorry but he’s busy now. Who’s speaking?
Z: This is Zhou Yang from China Daily. I’d like to interview Liu Ming about his decision to play professional tennis abroad. ...
(开头交代身份及来电目的。)
L: Ok. Now, let me see… Liu Ming’s going to see his family tomorrow and then talk to some students on Wednesday morning. Then at four o’clock he’ll go to a special party given by the leaders of our city. What about meeting him in the early morning?
Z: How about over lunch? Our readers will be very interested in his views.
(本话轮为商定采访时间,细节信息较多,必要时记录。)
…
Z: So will 12 o’clock be OK? Where would be the best place to meet?
L: Why not meet at the Garden Hotel at 12 o’clock. I’ll put it in his diary for Wednesday so he’s sure to come.
…
(本话轮确定了采访时间及地点。)
可见,听力长对话包括多个话轮,涉及几个具体话题,听时要留心因果、转折、假设等逻辑关系,听出建议句型、反问句式等。对话的难点就在于辨清说话人的思路及对话的发展。熟悉话轮的转化机制,对把握话题的更迭和对话的层次有帮助。平时,在大量的对话听力中,请学生琢磨体会这种话轮的转换,听清楚出问题,找到话轮的转换和关联,体会对话的发展。并且,听说相辅相成,听力文本也是很好的对话范例,利用教材中会话练习前的听力输入,可以让学生模拟练习对话,体会话轮转换技巧,从而提高英语交际能力,促进听力理解,实现“用英语做事情”。
听独白
独白主要包括报告、演讲、天气预报、新闻报道、广播、故事等,较对话而言词汇稍难,句式偏长,突出对句子以上层面的语言信息的理解,重在对口语材料的整体理解和主旨概括能力。
1. 重视语篇分析
优秀的听力语篇能力不仅要能够把握语篇的结构特点,而且能与其交际目的和语境联系起来。文本解读时,要抓住篇章的主线发展,关注连贯标志,理清语篇结构,做到听懂主题和主体段落。
例4:
Good afternoon, and welcome to England, one of the most beautiful countries in the world. We hope that your visit here will be a pleasant one. Today, I would like to draw your attention to a few of our laws.
The first one is about drinking. …Secondly, noise. … Thirdly, crossing the road. … My next point is about litter. … Finally, it is against the law to buy cigarettes if …
若捕捉到上述画线部分的要点,就得知说话人在告知英格兰的一些法律,如关于饮酒、噪音、过马路、垃圾以及购买香烟等方面。
例5:2013年北京卷Text 9
Before I go on vocation, I always plan my trip very carefully. I usually go online to look up all the necessary information, because I don’t trust the descriptions in the guide books or what the travel agency tells me. I look up possible destinations and compare them carefully to see which one best suits my needs. Then, I check the cost of travelling to that particular place. If I am going by plane, then I have to compare the prices of the different airlines in order to get cheapest tickets. If I am travelling by train, then I have to look into train passes or special train ticket office. I seldom travel by buses, because of the high rate of traffic accidents on the high way. I also need to check hotels. Usually I choose to stay cheap hotels. Finally I try to plan how much I need spend on meals and sightseeing. If I plan carefully, I can usually have a good time for the lowest cost. 听完第一遍后,提问:
1. What is the topic of this text?
2. Why does the speaker go online to look up information?
3. How does the speaker plan his trip?
问题一是话题导入,也是对全文主旨理解的考查;问题二询问说话人为何要上网找信息;问题三是语篇重点即如何做旅游计划。三个问题和语篇结构有关,环环相扣。需要抓住文本中的关键句及连接词:Before I go on vocation, I always plan my trip very carefully. I usually go online to look up all the necessary information, because… To begin with, …Then … Finally, … If I plan carefully, I can usually have a good time for the lowest cost.建立起该语篇的结构图式。
听完第二遍,请学生列出逻辑词,厘清文脉,画出语篇结构图,并口头概括或复述文章内容。最后再来做高考选择题,则水到渠成。
上述二例均有主题句和明显的关联词,根据头脑中已建立的该类语篇结构图式,对语篇自然产生一定的预期,有助于宏观把握全篇内容,而不是零散信息。再如,新闻英语的语篇结构呈倒金字塔结构,听新闻主要考查新闻的六要素when/where/who/what/why/how,听懂开头news lead找到题眼,就能迅速抓住新闻的主旨或基本要素。平时听力训练时,需着眼于语篇,设计多种题型,不局限在单项选择上,设计的问题要对文本的内容和结构都有所涉及,从而培养学生的语篇意识,提高把握材料重点和关键信息的能力。
2.弥补知识短板
听力语音转瞬即逝,所以语言知识的熟练程度决定了反应的灵敏度和理解的准确度。针对语言问题,教师可听后发放听力文本,复听关键词或难句理解——如各种从句、非谓语动词、强调句、 倒装句、虚拟语气等,重点关注未听懂的词句,弄清听力理解的障碍。有时,听力出题会涉及重点词汇及复杂句式的理解及一定的文化背景知识。
例6:2015年全国卷的Text 10
Look at this picture. It’s the London Tea Trade Centre. As you can see, it is on the North Bank of the River Thames. It is the center of an important industry in the everyday life of the British people. Tea is the British national drink. Every man, woman and child over ten years of age, has an average of four cups a day, or someone thousand five hundred cups annually. About 30 percent of the world’s export of tea makes its way to London. And Britain is by far the largest importer of tea in the world.
Now in the second picture, you can see how tea is tasted in the Tea Trade Centre before it is sold. Here, different types of tea are tasted by skilled tea-tasters before they are sold at each week’s tea sale. It’s amazing to see them at work! Over a hundred kinds of tea are laid out in a line on a long table. The tasters generally taste tea with milk, since that is how the majority of British people drink their tea. The tasters move down the line with surprising speed, tasting from a spoon and deciding what is a fair price for each tea. After that, they…
从“Look at this picture. ”“As you can see,” “Now in the second picture, you can see…”这些句型可知说话人在介绍图片,听者随之形成画面感。文本从图一London Tea Trade Centre谈起,提到英国的茶文化,举例说明茶在英国人生活中的地位,图二描绘了售前鉴茶的场景。文中词汇industry/annually/export/ importer/are laid out in a line on a long table/a fair price等,以及一些句子偏长,对基础薄弱生产生很大的语言障碍。
17. What percentage of the world’s tea exports go to Britain? A. Almost 15%
B. About 30%
C. Over 40%
对细节信息数字的考查,学生要理解About 30 percent of the world’s export of tea makes its way to London.这句话。
18. Why do tea tasters taste tea with milk?
A. Most British people drink tea that way.
B. Tea tastes much better with milk.
C. Tea with milk is healthy.
答案A. Most British people drink tea that way.将原文中the majority作了替换,对词汇熟悉才能反应快。
19. Who suggests a price for each tea?
A. Tea tasters.
B. Tea exporters.
C. Tea companies.
文中The tasters move down the line with surprising speed, tasting from a spoon and deciding what is a fair price for each tea.句子长,跨度大,句法要求高。
20.What is the speaker talking about?
A. The life of tea tasters.
B. Afternoon tea in Britain.
C. The London Tea Trade Centre.
答案选C,本题考查主旨理解。
听力训练过程中,一定要夯实基础,加强词汇学习,对照文本材料找出不解之处,在词汇本、改错本上整理汇集起来,还可摘录好的句式为写作积累素材,做到“一文多用”。同时,多让学生准确朗读听力材料,跟读录音,提高辨音及反应能力。平时听力教学时,听前可以利用插图等介绍语境,或根据内容提前设计一两个主干问题和听力任务,让学生做好听的准备,通过听寻求所需要的信息。甚至,可将听力中出现的生词提前教给学生,扫除听力障碍,增强学生听的信心。
总之,听力考查主旨推断和事实细节的辨别能力,强调语言的交际功能和文化内涵。听力教学的目标不是为了提高检测结果,而是培养听力理解和综合语言运用能力,因此听力教学不应“守株待兔”,更应主动出击,精听与泛听相结合,课内和课外相结合。实践证明,听力文本解读对学习语言知识,建立语篇意识,提升听说读写水平是大有裨益的。让我们将听力文本解读进行到底!