As a highly integrative and demanding receptive skill,listening comprehension presents a challenge to both learners and researchers.The study reported in this paper is listening comprehension objective-factor research...As a highly integrative and demanding receptive skill,listening comprehension presents a challenge to both learners and researchers.The study reported in this paper is listening comprehension objective-factor research.Manipulating topic factors,the study investigated the effect of topic familiarity and linguistic difficulty on EFL(English as a foreign language)listening comprehension of learners at different proficiency levels.展开更多
This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulti...This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulties encountered by the L2 learners in the process of acquiring listening skills and competence in an attempt to find out how these problems are related to classroom teaching, and their implications for pedagogical classroom practice.展开更多
文摘As a highly integrative and demanding receptive skill,listening comprehension presents a challenge to both learners and researchers.The study reported in this paper is listening comprehension objective-factor research.Manipulating topic factors,the study investigated the effect of topic familiarity and linguistic difficulty on EFL(English as a foreign language)listening comprehension of learners at different proficiency levels.
文摘This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulties encountered by the L2 learners in the process of acquiring listening skills and competence in an attempt to find out how these problems are related to classroom teaching, and their implications for pedagogical classroom practice.
