听力自上而下的策略.pdf

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1、2007年6月中国英语教学(双月刊)Jun.2007第30卷第3期CELEAJournal(Bimonthly)Vol.30No.3WHATDOCHINESEEFLLISTENERSNEEDTOIMPROVE:BOTTOM2UPSKILLSORTOP2DOWNSTRATEGIES?—ACOGNITIVEPERSPECTIVEONCHINESEEFLLISTENERSpROOTPROBLEMSMaLishaGuangdongUniversityofForeignStudiesAbstractL2listeningcomprehensionisacognitiveprocess,inwhich

2、listenersusebothbottom2upandtop2downprocessingtocomprehendtheauraltext.ThisstudyexploreswhetherChineseEFLlearnersplisteningproblemsaremoreassociatedwiththeirbottom2uportop2downprocessing.Aquestionnaireandstudentspverbalreportwereconducted.Theresultsshowthatbothhigh2andlow2proficientlistenersareact

3、ivelyengagedintop2downprocessing,buttheirdegreeofcomprehensiondepends,toalargeextent,ontheirsuccessinbottom2upprocessing.ThisstudyappealsformorefocusshiftedbacktotrainingChineseEFLlearnerspbottom2upprocessingability.KeywordsL2listening;bottom2upprocessing;top2downprocessing;wordrecognition1.Introd

4、uctionThepastfewyearshaveseenagrowinginterestinexploringthementalprocessingofL2listeners(e1g1Field2004)andthewaylisteningcanbetaughtandimproved(Field1998;Carrier2003).Twomajorresearchareasareidentified,onefocusedoninvestigatingtheinformationprocessingmodelsofL2listenersandtheotherexploringeffectiv

5、estrategiesaimedatenhancingL2listeningcomprehension.Somefindingshavebeenestablishedinrelevantstudies:·L2listenersadoptthesameinformationprocessingmodelsintheirlisteningasL2readers,i1e1bottom2upprocessingandtop2downprocessing(Field1999;Tsui&Fullilove1998).·Thereisgreatcontroversyoverwhichofthetwopr

6、ocessingmodelsthehigh2efficientlistenerandthelow2efficientlistenerrespectivelyadopt,sincesomefindingssuggesttheformerskillfullyusestop2downstrategiesandthelatterreliestoomuchonbottom2up,whileotherstudieshavefoundjusttheopposite(Field2004).·L2listeningstrategiesderivingfromlearningstrategytheoryare

7、foundeffectiveinimprovingL2listeningcomprehensionandthesestrategiescanbeandshouldbeexplicitlytaughttoL2listeners(Carrier2003;Goh1998).Drawingonthesepreviousfindings,thisstudyintendstoexplore,fromacognitiveperspec