本科英语论文参考范文
qq皮肤女生-动物的奇异现象
浅析不同体裁的会话是否会对英语专业学生的听力理解产生影响
摘要
本论文试图回答不同体裁对英语学习者的听力理解是否产生影响的问题。本
研究以广州某普通高校30名
英语专业本科生为实验对象，以全国高校英语专业四级
2010年考试听力理解部分的三篇会话和六则新
闻为听力测试材料。考查学习着对整
体问题和局部问题的理解结果。考查结果表明受试能更好地捕捉会话
体裁的整体信
息，却能获取更多新闻体裁的局部信息。本研究认为，会话和新闻的体裁特点导致
受试在整体和局部问题上的听力理解发生偏差，证实了不同体裁的确会对英语专业
学生的听力理解产生影
响。因此，本文建议英语教学中，教师帮助学习这熟悉各种
体裁的典型特点，以便产生更好的理解结果。
关键词
英语听力理解； 体裁；听力输入； 新闻体裁；会话体裁
Abstract
In order to
answer the question “Does genre of the listening
input affect the
listening comprehension?”,
the study examined participants‟ performance on
the global
questions and local questions by
taking 30 English majors from a university in
Guangzhou
as the participants and taking 3
conversation and 6 pieces of news broadcast
extracted
from the listening comprehension
part of TEM-4 2010 as the listening input of the
test.
The result showed that participants had
better performance on the global questions of
conversation while they had better results in
answering the local questions. Therefore, this
study claimed that the distinct generic
characteristics of conversation and news broadcast
led to the deviation of participants‟
listening comprehension on the global and local
questions. That was to say, genres had effect
on English major‟s listening comprehension.
Hence, it was suggested that in English
teaching, teachers should help learners to learn
more knowledge about the typical generic
characteristics of different genres so that
learners can comprehend different genres
better.
Key Words
English
listening comprehension; genre; listening input;
news;
conversation
第 2 页 共 16
页
CONTENTS
Abstract in Chinese
Abstract in English ..
..................................................
..................................................
......... 2
1. Introduction ..................
..................................................
..................................................
1
2. Literature Review .......................
..................................................
.................................... 4
2.1 The
Definition of Genre ..............................
..................................................
................. 4
2.2 The Genre theory .....
..................................................
..................................................
... 3
2.3 Previous Research on Genre and
Listening Comprehension
......................................... 4
3.
The Study ........................................
..................................................
................................ 5
3.1
Research Questions ...............................
..................................................
....................... 5
3.2 Participants ...
..................................................
..................................................
.............. 5
3.3 Instruments .............
..................................................
..................................................
.... 6
3.4 Procedures ........................
..................................................
............................................ 7
3.4.1 Pre-test ...............................
..................................................
........................................ 7
3.4.2 Test ...................................
..................................................
.......................................... 8
3.5 Data Collection and Results ..............
..................................................
........................... 8
3.5.1 The test
questions on TEM-4 listening comprehension
.............................................. 8
4. Discussions and Implication ...............
..................................................
.......................... 11
4.1 Discussions
..................................................
..................................................
............... 11
4.2 Implication ...........
..................................................
..................................................
..... 17
5. Conclusions ......................
..................................................
............ 错误！未定义书签。
References ............
..................................................
..................................................
.......... 17
第 3 页 共 16 页
1. Introduction
„Genre‟ is
originally a French word means „kind‟ and „type‟.
In English, the term
refers to classification
of the literary works. In order to achieve certain
social purpose, a
genre of text has its own
typical and particular structure and textual
feature. That is to
say, the social function
of the genre of a text can be reflected in the
macrostructure of
the text. Is it possible
that genre is among the factors that affect
English learners‟
listening comprehension
since the listening process involves the “top-down
process”
which deals with the information
process of the macrostructure? Besides, according
to
“genre analysis theory” (秦秀白, 1997:8-15) ,
the typical generic characteristics of a
genre
of text consist of three factors include the
linguistic factor, the generic factors and
the
register factors. And the three factors should be
paid attention to when analyzing a
genre of
text. As each genre has its own particular generic
characteristics, do the typical
generic
characteristics of listening input influence
English learners‟ listening
comprehension?
The main concern of this paper is to answer
the question “does genre of listening
input
affect the listening comprehension?”.
The
rest of this thesis consists of four parts:
Section Two is a related literature
review;
Section Three describes the methodology and result
of data analysis; Section
Four presents the
discussions and implications; and the last section
is devoted to
conclusions.
2.
Literature Review
2.1 The Definition of Genre
As the genre theory did not arouse linguistic
scholars‟ interest to employ this term in
the
field of discourse analysis until 1970‟s, the
definition of genre has not come to an
agreement. There are two schools studying the
genre theory, the „Swalesian School‟
which is
represented by J M. Swales, and the „Australian
School‟ which is represented by
J R. Martin
(秦秀白 2000:42-46). Based on the study of many
linguists, Chinese
linguists made an
interpretation: First, types of spoken and written
discourse are
第 4 页 共 16 页
classified into different genres
according to the social communicative purpose of
the
social intercourse. Second, the pattern of
one genre is variable. Third, the social
communicative purpose retrains the content and
the format of the text. And the content
and
the format of the text are conventional, stable,
repetitive and habitual. Fourth, genre
is
closely related to cultural background and
contextual configuration. Under certain
cultural context, the communicative purpose of
a social intercourse is usually achieved
by
several conventional stages, the characteristic of
one particular genre will be presented
in the
particular structure and the language style which
are determined by its social
communicative
purpose. Hence to attain certain social
communicative purpose, we have
to construct a
particular discourse in typical structure and
textual configuration in order
to make the
relevant community understand.（梁文花、秦洪武,
2009:44-48）
2.2 The Genre theory
Under
certain cultural context, in order to achieve the
communicative purpose, a
social intercourse is
constructed in certain conventional stages and in
particular language
style. Hence it is
necessary to focus on the macrostructure, the
textual features or the
rhetorical devices and
the register of a genre of discourse. According to
Qin Xiubai (秦秀
白，1997：8-15), the analysis of a
genre of discourse should be analyzed from the
following three aspects. Firstly, textual
analysis such as linguistic description and the
communicator‟s appropriate employment of
language. Secondly, the analysis of the
context of situation which consists of field,
tenor and mode of the text. As a particular
genre of discourse is produced under certain
context, one would produce discourse in
tactful language according to the social
reality. Thirdly, the analysis of the „moves‟ that
construct the macrostructure of a genre.
According to Bhatia, an application letter in
English obviously is a particular genre, and
in order to gain the opportunity to get the job,
the candidate should constructed the letter in
certain stable moves that are accepted and
understood by the employee and the candidate
(Bhatia 1993, qtd. in 秦秀白 1997).
Hence, it is
known that a particular genre is constructed in
certain typical ‘moves’.
In this paper, Qin
Xiubai‟s viewpoint will be employed to analyze the
test materials
which contain the genres of
news broadcast and conversation for it emphasizes
on the
第 5 页 共 16 页
whole analysis
of the text of one particular genre.
2.3
Previous Research on Genre and Listening
Comprehension
There are a few studies
concerning the influence of different genres on
English
learners‟ listening comprehension.
Elana Shohamy and Ofra Inbar (1991:23-40)
investigated the effect of both texts and
question types on participants‟ scores of
listening
comprehension tests by taking 150
EFL learners who were from Hebrew as the subjects.
The test material consisted of three text
types, i.e. news broadcast, mini-lecture and
consultative dialogue, which were of the same
topic and vocabulary size but the different
literary style. The consultative dialogue was
oral-oriented and was characterized by simple
expression, spontaneous language and many
redundancies and repetitions, while the news
broadcast was literature-oriented and was
characterized by complex sentences, specialized
language and a lack of redundancies, and the
reporter did not interact with the audience
(Berne, 1992: 6-7). It was found out that the
degree of orality affected participants‟
performance. The result showed the more one
text contained listenable features, the better
the subjects performed. That was to say, news
broadcast was the most difficult to
comprehend
for it was literature-oriented, followed by mini-
lecture and followed then by
consultative
dialogue. Moreover, the questions were classified
into global and local type to
explore how the
question types affected the participants‟
performance. The result showed
that local
questions were easier than global questions
because it was more difficult to
deduce and
construct the whole meaning of the text than to
locate the detail information in
the text.
The subjects of Shohamy‟s experiment were
Hebrew. Hebrew shares the similar
language
system with English, so the difference between
Hebrew and English is lower
than that between
Chinese and English. Therefore, in order to check
whether the result
would be the same as
Shohamy‟s, this paper aims at the investigation of
the effect of
different genres on the
listening comprehension of English majors who are
from China,
and the question types are global
and local questions just as Shohamy‟s.
3. The Study
In this study, an
experimental design is used to test the effect of
the genres of news
第 6 页 共 16 页
broadcast and conversation on 30
English majors‟ listening comprehension. And the
connection between the generic characteristics
of news broadcast and conversation and the
factors lead to the deviation of English
majors listening comprehension will be verified.
In
this section, the participants,
instruments, procedures and data collection and
analysis will
be described.
3.1 Research
Questions
From Section Two, it is obvious that
different genres have their own characteristics
due to their social communicative purpose. And
the research question addressed by the
study
is as follow:
Do the participants have
different performance on different generic input
of the
listening comprehension test?
3.2
Participants
The participants of this study
are English majors from Grade 2009 of the School
of
Foreign Language, Guangzhou University. A
total of 30 students are chosen to participate
in the listening test because they got the
scores from 60 to 65 in the pre-test, which
qualifies the participants are at the same
level. And as they are all at the average level,
more typical mistakes can be seen in their
performance, and it helps to study the research
questions.
3.3 Instruments
The pre-
test material is in fact the final examination of
„An Integrated English
Course‟ which is the
English course for English majors of Guangzhou
University. Students
are asked to finish
multiple choice questions of the problems include
general knowledge
and reading comprehension
and open-ended questions of four types of problems
include
paraphrase, correcting errors,
translation and writing in the final examination.
The total
score of the examination is 100, the
multiple choice questions worth 40 points (1 point
per
multiple-choice question) and the open-
ended questions such as translation and writing
worth 60 points (20 points per open-ended
question). The aim of the examination is to
check up on English majors‟ comprehensive
ability of English, so it is a standard criterion
to evaluate students‟ English level in order
to choose the participants.
The test material
is three conversations and six pieces of news
extracted from the
第 7 页 共 16 页
listening comprehension part in TEM-4
(Test for English Major-4) in 2010. TEM-4 is of
great significance to English majors because
it is an examination officially accepted by
China Education Ministry and the aim of it is
examine English majors‟ capacity for overall
English skills and mastering of grammar
structure and vocabulary. Participants are asked
to finish the multiple choice questions of the
conversation section and the news broadcast
section of „Listening Comprehension‟ and there
were both 10 questions in news broadcast
and
conversation. But only 8 of these 10 questions
would be chosen as the global and local
questions. And in „conversation‟ section,
participants will totally listen to 3 conversation
items and they will finish 3 or 4 questions
that are based on one conversation item at each
time. Then in „news broadcast‟ section,
participants will listen to total 6 news items and
they will finish 1 or 2 questions that are
based on one news item at each time.
The
global question refers to those which participants
need to answer by
understanding the main idea
and the causation of the conversation or news
items. And a
global question may like „What is
the news item about‟. But as there is not a
typical global
question in the questions of
conversation, a why-question is chosen to be the
global
question of conversation as
participants had to deduce the answer according to
their
summary of the information they got. And
the local question is those which participants
need to answer by locating the detail
information and recognizing the information of the
conversation or news items, and it may like
„How many people were rescued from the
apartment building‟. Hence in this paper, each
7 questions will be employed as the local
questions of conversation and news broadcast
and each 1 question will be employed as the
global questions of conversation and news
broadcast. The measurement is to count the
total number of the participants‟ correct
answers to the local and global questions.
3.4
Procedures
The test is consisted of two parts.
In the first part, a pre-test is done to decide
who
will be the participants so that the
participants are at the same level; the second
part is the
test about how the texts of news
broadcast and conversation affect the
participants‟
listening comprehension.
3.4.1 Pre-test
The aim of this part is to
evaluate the students‟ English level to determine
which one
第 8 页 共 16 页
can be the
participants of the test. Because the typical
mistakes are more tend to be seen in
average
students. And due to the practical factors, the
results of English majors‟ final
examination
were employed as the criterion to decide who would
be the participants for it
is authoritative.
With class for the unit, all of the English majors
in Grade 2009 were
required to have the final
examination on a particular day at the end of the
term. During
the final examination, the
participants had to finish the exam independently
and there were
two teachers monitoring one
class to have examination. And the duration of the
examination was 2 hours. Moreover the exam
papers were revised by the English teachers
of
Guangzhou University according to the model answer
given by the teacher who set the
exam papers.
3.4.2 Test
The test was conducted in the
form of quiz in a random ordinary classroom. The
researcher firstly copied the clips of the 3
conversation items and 6 news items to a
personal computer and then brought the
computer to the classroom. The 30 participants
were gathered and instructed to listen to the
test material carefully. Before that, the
participants were issued the answer sheets,
and then they were required to go over the
questions on the answer sheets first. After
that, the researcher played the clips of the test
material one by one. All of the clips were
played once only. And after each clip was played,
one minute was given to participants to answer
a series of questions based on the clip of
conversation or news broadcast. Then the clips
were played in order until the tape came to
an
end. And the participants finished the questions
independently and were monitored by
the
researcher and another person. After the
participants finished, they were required to
hand in their answer sheets and the researcher
graded the answer sheets of the participants
according to the model answer from the
exercise book „Tests with Advice on How to
Prepare TEM-4‟.
3.5 Data Collection and
Results
3.5.1 The test questions on TEM-4
listening comprehension
There were 7 local
questions and 1 global question in the test
material of
conversation and news broadcast.
第 9 页 共 16 页
Table 1 Comparison of the Accurate Rates of
Global Questions of Conversation
and News
global questions
t
h
e
t
o
t
a
l
n
u
m
b
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
30
25
20
15
10
5
0
c
onversation
系列1
24
80%
the accrurate
rate
of
conversation
80%
news
21
70%
the
accrurate rate
of news
70%
24
21
According to the table, the accuracy of the
global question of conversation was higher.
That was to say, more participants could
answer the global question of conversation
correctly. There was each one global question
in conversation part and in news broadcast
part and the global question of conversation
was question number 10 and that of news
broadcast was question number 27. According to
the table above, there were 24 right
answers
of participants in conversation part while there
were 21 right answers of
participants in the
news part. And the accurate rate of conversation
was 80% while that of
news broadcast was 70%,
that was to say, the global question of
conversation and that of
news broadcast were
not difficult to the participants. But generally
speaking, the accurate
rate of conversation
was10 percent higher than that of news broadcast.
Table 2 Comparison of the Overall Accurate
Rates of the Local Questions of
Conversation
and News
第 10 页 共 16 页
local questi
ons
117
129
56%
conversation
系列1
117
the accrurate rate
of
conversation
56%
news
129
61%
the
accrurate rate
of news
61%
From the
table, the accuracy of news broadcast was higher.
That was to say, more
participants could
answer the local questions of news broadcast
correctly. There were each
7 local questions
in conversation part and in news part. According
to table 2, there were
total 117 right answers
to the 7 local questions of conversation, however
there were 129
right answers to the local
questions of news part. In consequence, the
accurate rate of
news broadcast was 61%, which
was 5% higher than that of conversation.
Table
3 Accurate Rates of the 7 Local Questions of
Conversation
Question number
Number of
right answers
Number of participants
The
Accurate rate
1
18
30
2
27
30
4
6
30
5
9
30
6
12
30
7
18
30
8
27
30
Summary
117
210
60% 90% 20%
30% 40% 60% 90% 56%
According to the table
above, question number 4 had the lowest accuracy,
which was
20%. Question number 5 had the
second lowest accuracy, which was 30%, and
question
number 6 had the third lowest
accuracy, which was 40%. Moreover, as mentioned in
the
instruments part, question number 4 to 7
were based on the second conversation, and
apparently, the second conversation had the
fewest right answers. That was to say,
compared with other conversations, the second
conversation was the most difficult to
answer
for the participants.
Table 4 Accurate Rates
of the 7 Local Questions of News Broadcast
Question number
Number of right answers
Number of participants
21
27
24
12
25
15
26
27
28
12
29
15
30
21
Summary
129
30 30 30
30 30 30 30 210
第 11 页 共 16 页
The
Accurate rate
90% 40% 50% 90% 40% 50% 70% 61%
From the table above, question number 24 and
28 had the lowest accuracy, which
were both
40%. And question number 25 and 29 had the second
lowest accuracy, which
were both 50%. Besides,
as mentioned in instruments part, the second and
the fifth news
items were the most difficult
to answer for the participants for the accuracy of
them were
the lowest.
Table 5 The
comparison of the accuracy rates of the 7 local
questions of
conversation and news broadcast <
br>100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
90.00%90.00%
60.00%
50.00%
4
0.00%
90.00%
60.00%
50.00%
40.00%
3
0.00%
20.00%
90.00%
70.00%
conversatio
n
news
1 or
21
2 or
24
4 or5 or6
or
252628
question number
7 or
29
8
or
30
According to the difficulty level
of the questions, the question can be divided into
three levels: easy question; medium question
and difficult question. And the accuracy of
an
easy question is higher or equal to 90%; the
accuracy of a medium one is from 41% to
89%
and the accuracy of a difficult one is lower or
equal to 40%. And a brief conclusion
could be
drawn that in conversation part, question number
4, 5 and 6 were difficult
questions, question
number 1 and 7 were medium questions and question
number 2 and 8
were easy question. As for news
part, question number 24 and 28 were difficult
questions,
question number 25 and 29 were
medium questions and question number 21, 26 and 30
were easy questions.
4.
Discussion and Implication
第 12 页 共 16 页
4.1 Discussion
It is reasonable to
come to the conclusion that the participants can
understand the
global type of question of the
conversation better because the accuracy of
conversation is
higher than that of news
broadcast. That was to say, participants could
understand the
whole meaning of the text of
conversation better. In general, the design of the
global
questions was to check up on
participants‟ ability to reconstruct the whole
meaning of the
text and to have a basic
concept of the internal macrostructure of the
text. So participants
needed to make use of
the contextual clues and their background
knowledge to conclude
the facts they heard and
to construct the main idea of text. Hence, from
the text of the
global question of the
conversation, the information participants needed
was delivered in
order of the event because it
was repeated to A speaker Mary by B speaker James
for it
was James who received the call from
the manager and he had to repeat the whole thing
to
Mary. So what participants heard was an
organized part of the text and participants didn‟t
need to reconstruct but to get the answer
directly. As for the accuracy of the news global
question was lower was because actually
participants were not familiar with the topic of
the news item as it was about the political
policy of foreign country. Besides, they had not
a clear idea about „genre‟ and didn‟t pay
attention to the information in the specific
location of the news.
A conclusion can be
reached that the participants can acquire the
detail information
of conversation better
because the accuracy of the local questions of
news broadcast was
5% higher than that of
conversation. The design of the local questions
was to check up on
participants‟ ability to
grasp details. So the immediate sound and meaning
recognition was
emphasized. For example, in
question number 29, the answer to the question
„How many
people were rescued from the
apartment building?‟ could be found in a sentence
„21
people have been rescued‟ in the middle of
the news. It is just accord with the generic
characteristics of news broadcast that the
useful information is plainer and more direct and
can be gained directly from the text. It was
the reason why participants could acquire the
detail better. As for the accuracy of local
questions of conversation was lower was that, for
example, in question number 4, apparently the
key information that participants needed
was
followed by the inferring information such as
„their husbands or wives‟ and „the
第 13 页 共 16
页
transport‟ disturbed the
participants. They needed the information „I
haven‟t counted the
numbers of delegates‟, but
between the key information “haven‟t counted” and
“the
number of delegates” of the sentence
above were mixed 4 sentences about other things.
The generic structure of conversation resulted
in the distribution of key information, and it
was the main cause of the wrong answers to
this local question.
The factors led to the
deviation of participants listening comprehension
of global and
local questions could be found
by analyzing the text of the news and conversation
that had
the lowest accuracy. The difficult
questions from the second conversation and
question
number 28 from fifth news item
(question number 4 was skipped for it was analyzed
above and question number 24 is also skipped
for it was from the second news item with a
question which had nothing to do with this
study) were about to be analyzed for they were
typical and had the lowest accuracy. Firstly
as the second conversation was a
communicative
event of having phone calls, the social
communicative purpose of the
second
conversation determined the loosely organized
structure of the text. As it was
spontaneous,
the language was oral and nature. And the speakers
changed the topic so
quickly that the key
information of the text was mixed with other
information. Besides,
the register of the text
should be considered. That was to say, as the two
speakers were
partners from two different
companies, they tended to speak in a consultative
way rather
than requiring the other one to do
something. For example in question number 5, the
question was “what does Linda want to know”,
so participants would more likely to pay
attention to the key phrase “want to know”.
But actually Linda said „you‟ll let me know
when they are arriving, won‟t you?‟ but didn‟t
point it out she “want” directly to show
their
relation of equality. The relationship between
them determined Linda had to express
her
request in a euphemistic way. This special generic
characteristic of the text made
participants
have to guess what they really wanted to say. As
regard question number six,
participants were
request to deduce „how many performances have been
planned for the
conference‟. But the useful
information “a local-style dance” and “a piano
performance”
were mixed with 4 sentences
between them, which were about Linda‟s opinion on
the
performance and the arrangement for the
performers. So it was the particular structure of
the genre of conversation led to the
participants‟ mistakes. Secondly, as for question
第 14 页 共 16 页
number 28, the fifth
news item was well organized. It‟s an inverted
pyramid form. And as
it‟s a “correct-or-not”
question, participants had to find out the detail
information to finish
the question. Although
the key information from the different options was
distributed in
different part of the text,
participants could still get each useful
information point in one
sentence. And the
language style was plain and direct. So
participants could judge the
options were
right or not immediately because what they heard
were not question-answer
sentences like
conversation but the accurate news information,
and speakers would not
overturn what they said
in the beginning so participants would not get
confused. However,
the main cause led to the
most wrongs to this question was the language
style of news.
There were a lot profound words
and expression to participants. For example, the
word
blizzard did not belong to the TEM-4
vocabulary, but it was the key word of the text.
So
participants spent too much time on
guessing the meaning of this word, and thus missed
other key information. Besides, the employment
of the complex sentences also led to the
participants‟ mistakes.
To sum up, firstly
the main factor led to the deviation of
participants‟
miscomprehension of conversation
was the typical macrostructure and the
spontaneousness of conversation text result in
the key information was scattered
distributed
and was mixed with other redundant and invalid
information. In consequence,
participants were
needed to deduce the answer to the questions of
conversation. Besides,
participants‟ incorrect
consideration of the register and the background
context of the
conversation text would also
lead to the miscomprehension. Secondly, the main
factor led
to the deviation of participants‟
misunderstanding of news broadcast was the
linguistic
factor of the news broadcast. As
the news was pre-written in professional terms and
complex sentences, so the intensive
information was conveyed continuously by the
reporter with fast speed. That made it too
difficult for participants to understand the news
just by listening to the information. What‟s
more, participants‟ unfamiliarity with the topic
and background knowledge of news broadcast was
also a main factor led to the deviation
of
participants‟ miscomprehension.
The generic
analyses of conversation and news broadcast are
about to be made to find
out the effect of the
characteristics of genres on the participants‟
performance. And
第 15 页 共 16 页
according to section two, the generic
characteristics of one particular genre should be
consist of three parts including linguistic
features, generic features and register features.
Take the second conversation and the fifth
news item for example. The second
conversation
was a communicative event of having phone calls,
the social communicative
purpose of this
conversation was the two speakers wanted to
exchange their information.
And it determined
the question-answer format and the loosely
organized structure of the
text. Accordingly
it was spontaneous, the speakers changed the topic
so quickly that the
key information points
were mixed with other invalid information and the
key information
was scattered distributed in
different part of the text. As for the linguistic
characteristic,
speakers tended to use daily
expressions so it was easier for participants to
comprehend.
From the above discussion, it was
easy to detect that the generic characteristics of
conversation were none other than the factors
led to participants‟ deviation of listening
comprehension of conversation. A conclusion
can be drawn that it is exactly the typical
and particular generic characteristics lead to
English majors‟ listening miscomprehension
of
conversation.
Secondly, the fifth news item
was an inverted pyramid news format. It was well
organized and the main idea of the news was
written in the very beginning, which told
readers the basic element of the news. So the
participants could easily find specific
information for example in the very beginning
or at the end of the news. And for the
authority, news must be pre-written with
professional terms and expressions, and employ
complex and coordinate complex sentences to
show its accuracy. Therefore, participants
could answer the local questions of news
better for its particular macrostructure. That was
to say, it was the generis characteristics of
news led to the result that the local questions of
news broadcast were answered better. Besides,
the linguistic generic characteristic is just
in accord with the main factor led to the
deviation of participants‟ listening
comprehension.
Hence we can conclude that it‟s
the generic characteristics of news led to the
deviation of
English major‟s listening
comprehension.
From the above discussion on
the research question, we can conclude that
there‟s a connection
between the factors led
to the deviation of English major‟s listening
comprehension and the generic
characteristics
of conversation and news broadcast. The particular
generic characteristics which consist
第 16 页 共
16 页
of three factors brought about the
participants‟ miscomprehension of the listening
test. Therefore,
different genres of listening
input do affect English major‟s listening
comprehension.
4.2 Implication
As has
been proved that different genres of listening
input affect English major‟s
listening
comprehension, it is vital that we should get to
know more about the definition
and the theory
of genre. Result in English learners and English
teachers‟ neglect of the
knowledge on „genre‟,
the theory of genre is barely known to English
learners.
Consequently, to popularize the
theory of genre is of great importance in English
teaching
for English learners can comprehend
the text better if they have a proper
understanding of
the theory of genre. So in
English listening classes, the concept of genre
and the generic
characteristics that consist
of the three factors should be emphasized by
teachers. That is
to say, not only the textual
features of the text of genres but also the
macrostructure and
the register of the text of
genres should be taught to English learners.
And to develop English learners‟ ability to
comprehend the text of genre, the
following
are the suggestions for English teachers to
follow.
Firstly, teachers should have a
conscious awareness of the theory of genre and to
introduce the significance of the theory of
genre to English learners in class.
Secondly,
certain particular and common examples of
different genres should be
provided for
English learners so that they have a basic
understanding of the social
communicative
purpose and the generic characteristics of the
genres.
Thirdly, learners should be examined
by identifying several genres to consolidate
their generic knowledge.
Fourthly, the
learner should build up their vocabulary and
native expression day by
day to deal with
linguistics factors of different genres.
5. Conclusion
This study aimed at
exploring the effect of genre of listening input
on EFL learners‟
listening comprehension. And
thus by having the listening test of news
broadcast and
conversation, the result showed
that English majors had a better understanding on
the
overall idea of conversations while they
can grasp the detail information of news
第 17
页 共 16 页
broadcast better. Furthermore,
from the analyses of the factors led to
participants‟
miscomprehension on the global
and local questions of conversation and news
broadcast
and the generic characteristics of
conversation and news broadcast, a conclusion is
drawn
that it is the typical and particular
generic characteristics of conversation and news
broadcast lead to English majors‟ listening
miscomprehension of conversations. That is to
say, different genres of listening input do
affect English major‟s listening comprehension.
Besides, the listening miscomprehension of
English majors can be reduced if they have a
conscious awareness of the significance of
genre theory and more knowledge of the
generic
characteristics of different genres.
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