【文章內(nèi)容簡介】 om another. Therefore, this studyhas many deficiencies, inviting other researchers to further validate the theory.Key Words: listening prehension。 vocabulary teaching。 lexical chunksCategory number: H319II摘要在英語學習過程中，聽力的作用不容忽視。―聽‖既是語言輸入的重要途徑，也是成功交際的前提。然而，在實際教學中，筆者發(fā)現(xiàn)大多數(shù)學生在聽、說、讀、寫四大技能中，最為薄弱的就是聽力。很多學生在做聽力練習時只能抓住所聽內(nèi)容中的單個字詞，卻難以理解整句的意思，就更不用說理解說話人的言外之意或真正意圖了。中國學生身處漢語環(huán)境，缺少聽說的實際語境，從而使得學生的聽力提高成為一大難題。而如今，無論是素質(zhì)教育還是應試教育都對聽力有著越來越高的要求。這就給英語教師提出了一大難題：如何行之有效的提高學生的能力?；诮鉀Q這一實際問題的需要，作者設計并開展了本文所述之實驗。實驗之前，預設了兩個問題：1）學生的詞匯知識對聽力理解是否有影響？在多大程度上有影響？2）以詞塊為主的詞匯教學是否能促進學生英語聽力能力的提升？本文依托著 Michael Lewis 的詞匯短語理論和聽力理解的相關研究，通過實驗探討了是否可以通過詞塊教學來促進提高學生的聽力理解能力。所謂詞塊，指的是那些出現(xiàn)頻率較高，形式和意義都比較固定的大于單個單詞的結構，它具有形式的整體性特征、語義的約定俗成性及一定的語用功能。雖然對詞塊的稱呼不甚統(tǒng)一，但許多語言學者都對其進行過研究。其中 Michael Lewis (1993, 1997) 和Nattinger 及 Decarrico（1992）對詞塊的研究為詞匯短語教學法奠定了理論基礎，使詞塊的作用逐步引起了人們的重視。論文結合聽力理解的過程及特征指出在具體的聽力活動中，聽者應該充分意識到詞塊的存在并主動利用詞塊以促進聽力理解的有效進行。詞塊可以提高聽者的短時記憶能力、減輕信息加工負擔、幫助聽者有效預測，因而如果聽者積累一定量的詞塊并能在聽力中充分利用，那么聽者對聽力語篇的理解能力就會大幅度提高。本研究的受試者為是山東省經(jīng)濟管理干部學院 10 級會計專業(yè)的兩個班。聽力測試表明在實驗前兩個班的英語聽力水平?jīng)]有明顯差異，因而兩個班被隨機分為實驗班和對照班。實驗期為 16 周，在此期間，實驗班接受新的教學方法，在詞匯教授及聽力實踐時滲透詞塊相關內(nèi)容，而控制班繼續(xù)按傳統(tǒng)的方法授課。實驗結束后，聽力測驗顯示出兩個班的聽力分數(shù)出現(xiàn)比較顯著的差異，實驗班明顯III 好于控制班。因而，實驗結論表明學生的詞匯量及詞匯深度知識與聽力理解存在著正相關關系，這一點和筆者的日常觀察基本一致，也表明詞塊教學有助于提高學生的聽力理解水平。然而影響聽力的因素有很多，比如：學生的智力水平、提高聽力的愿望和積極主動性、聽力測試時的心理狀態(tài)、聽力題目的難度等等，筆者在實驗當時并不能擯棄這些因素的影響，因此，本研究存在諸多不足之處，還有待其他研究者對此類研究做進一步的驗證，對該理論加以補充和完善。關鍵詞：聽力理解；詞匯教學；詞塊中圖分類號：H319IV Introduction1. BackgroundStudents of Higher Vocational Colleges e from different parts of the country,mainly from the located Shandong Province. They have developed their Englishlanguage skills for at least six years in senior middle school, some even for eight toten years, including several years in primary school. In Higher Vocational College,students have to receive oneandahalfyear English class education to furtherimprove their English language skills. Listening prehension seems to bear moresignificance as they will be required to apply English more than before, sinceinternational cooperation is strengthened and more chances are given to them tomunicate with foreigners in English. Also in kinds of English language tests, theproportion taken up by listening prehension is large enough not to be neglectedby both teachers and students, and meanwhile, the percentage of this part tends toincrease. Yet what about students‘ current situation on listening prehension?Mostly they look confused when they finish their listening materials. Some evendecide on the choices by drawing lots or head or tail. As asked about the contents theygrasped or understood, they would shake their heads. A better answer might be ―I gotsuch or such words‖. As a teacher, one can‘t restrain oneself from wondering aboutthe reasons.During the teaching, I have heard many a time students plain in puzzlement.―I have studied English for so many years but it seems I haven‘t made noticeableprogress in it. I am always using more or less the same words as I used in juniormiddle school in speaking and writing. And about listening prehension, it‘s all thesame. I never would know what they are talking about.‖ This embodies the factualsituation of a considerable number of students.Ever since the beginning of teaching English as a foreign language in China, theprime mission of it is to cultivate such basic skills as listening, speaking, reading andwriting, and finally achieve the aim of improving students‘ prehensivemunicative petence. Listening prehension plays such a significant role1 that many researchers and professionals recognize it. Wilga Rivers (1981) pointed outthat in the process of municative activity, the time taken by listening, speaking,reading and writing is 45%, 30%, 16% and 9% respectively. More importance beingattached onto municative petence, both teachers and students have beenconscious of the usefulness listening expresses as a language for munication.However, in actual practice, teachers and students both find it a tough task tofulfill. To improve one‘s listening ability is no easy mission. It‘s an extremely activeprocess requiring the listener interpreting messages received through the ears withone‘s knowledge of the world. The contradiction situation between the students‘ poorperformance in listening prehension and the listening requirements of collegestudents reminds us that some measures must be taken to change it.Many factors contribute to the difficulty of a better listening prehension.Vocabulary, one of the three cornerstones of a language, should arouse awareness ofits important role it plays in listening prehension. Many students may feel awfulwhen hearing a word but couldn‘t recognize it, even if he/she could easily interpret itwhen ing across it in reading materials. This monly existed phenomenonraised a question for teachers: how could we teachers teach vocabulary effectively soas to better students listening prehension capability?2. Brief introduction to vocabulary teaching in Higher Vocational CollegesHigher Vocational Colleges are generally considered as those of two orthreeyearprogram colleges, with the aims of training students‘ occupational skillsrequired in their later career. Most of the vocational college students score lower thanthose who attend universities in the National Entrance Examination. Due to theirpoorer achievements in English their motivation of studying English is parativelyweak.For many years, the vocabulary teaching has