Chapter One Introduction引言
1.1 Research background探讨背景
在1940年代后期,听力就被认为是一种提交的调查,而直到最后的过去世纪,交际和能力导向的措施来将克服FLT(外语教学)开始发挥重要影响的听力。一些语言教学措施强调交际能力和优先听超过来说已经出现先后In the late 1940s, listening was thought of as a filed of inquiry, while until the end of thelast century, the communicative and proficiency-oriented methods to the FLT (ForeignLanguage Teaching) began to play an important role in listening comprehension. Somelanguage teaching methods which emphasize communicative ability and give priority tolistening over speaking have appeared successively, such as Asher's Total Physical Response,Gattegno's Silent Way, Lozanov's Suggestopaedia, and Terrell's Natural Approach.Meanwhile the theories of SLA (Second Language Acquisition) began to recognize the roleof comprehension in influencing the acquisition of a learner's second language. It questionsthe traditional instructions in pattern drill and grammar rules which are considered as thefoundation of an attempt to master a new language. Instead, comprehension is a necessity totransform input into intake. Dunkel (1986) points out that the key to achieving proficiency inspeaking is developing proficiency in listening comprehension.From Aristotle through to modem semiotics, the code model which considerscommunication can be achieved by encoding and decoding messages is seen as the basementof communication. Later, Paul Grice (1967) has introduced a different model that is calledthe inferential model. According to this model, communication is achieved by producing andinterpreting evidence. Based on these previous studies, a comparison is made by Sperber andWilson (1986) between the code model and the inferential model. After the analyses theyproposed Relevance Theory to explain the communication process. It is an approach tolanguage communication and utterance interpretation based on cognitive psychology. Thetheory has developed at several stages. A detailed version was published in their bookRelevance: Communication and Cognition in 1986 (2nd edition in 1995). Relevance theoryclaims that every aspect of cognition and communication is governed by the search forrelevance and two principles are proposed based on this idea: Human cognitive tends to begeared to the maximization of relevance; every act of ostensive communicationcommunicates a presumption of its own optimal relevance. According to relevance theory,communication is an ostensive-inferential process, which indicates that speakers shouldexpress themselves definitely, and listeners should search for the best relevance between theircognitive context and speaker's utterance, and draw a proper conclusion by inference.With the increasing attention to the communication, many researchers have devotedthemselves to the study of listening comprehension since 1970s, both theoretically andempirically. In recent years, research on listening comprehension can mainly be categorizedinto three types: the cognitive perspective, the psycholinguistic perspective and the pragmaticperspective. The purpose of these researches cannot escape from finding out the way toimprove the effectiveness of listening communication and listening competence. Actually,these researches not only give insights into listening comprehension process and promote thedevelopment of research in this field, but also help to improve the comprehensive andsystematic teaching strategies of listening.However, ，英语论文网站，英语毕业论文
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