論大學英語四級考試聽力的特點和指導技巧

平麗芳

摘 要： 自2006年大學英語四級開考以來，已經走過了7個年頭，參考人數有增無減。考生失分較多的仍然是閱讀和聽力部分，特別是聽力部分，由于題型新穎，題材面較廣，復合聽寫難度較大，給廣大考生帶來一定的障礙和難度。本文通過分析四級考試聽力的特點，給出聽力指導技巧，以期廣大考生在考試中取得好的成績。

關鍵詞： 大學英語四級 聽力 特點 指導技巧

一、聽力考試題型和特點

大學英語四級聽力題型共分為四類：一是8個短對話共設8個問題，二是2個長對話共設7個問題，三是3個短文聽力共設10個問題，四是復合式聽寫共設8個單個單詞和3個長句子，要求考生能正確拼寫。從歷屆聽力考試題型的特點來看，問題設計主要集中在以下兩個方面。

第一類考細節辯論，信息明示題較多，一般能直接找到答案，如：What does sb mean？What does sb want to know about sth？What do we know from the conversation？What will sb probably/first/finally do？How did sb get to know about sth？What was sb asked to do in the end？What does the passage tell us about sb/sth？How did sb do sth？What is sb doing？What does sb say about sth？What is ones occupation？

第二類著重考推理判斷、語義、語境、句意、同義轉述、綜合歸納題，如觀點、態度、結局、原因分析、隱含意義，必須在理解大意、把握關鍵信息的基礎上綜合判斷。如：What does the talk focus on？Why did sb fail to do sth？What does the speaker seem to advocate/suggest？What message is the speaker trying to convey？What happened in the end？What does sb imply？What problem are the speakers discussing？What does the man think of sth？Whats the purpose of sb？How has sth turned out to be？Whats ones viewpoint on sth？According to the speaker，what contributed to sth？What do we learn about sth？

二、聽力考試指導技巧

從實際考試情況看，教師可以從兩個方面進行指導。首先，在8個短對話和2個長對話中，如果遇到下列句子，就可以讓考生判斷與上文不同的答案，因為這些與上文有轉折的詞句，明顯不是聽力一開始出現的信息，例如：I am sorry，but I think you can do...Id suggest that...However，but，nevertheless，on the contrary.That might help.Perhaps，anyway，by the way，but it looks...but it seems that，but I insist.Why dont we do...Well，I guess I would do...but I think if we do sth，we can ...Well，you have to do...Maybe you should do...So it might be time to do sth...But I would be glad to do sth if you like to...That would be great.I would love to，but...So I can manage...尤其是虛擬語氣句，如：Id feel that if I were you.很可能情況與上面出現的聽力文字不同。考生必須排除先出現的聽力信息的干擾，選擇正確答案。其次，在三個短文聽力中，主要考查“Who，What，How，Why did/does sb do according to sb/the passage？需要聽清與這些問題相關的句子。

最后在復合聽寫中，教師可以先從詞組和句型訓練考生的適應能力，比如至少考到兩次的詞匯有：survive，reported，phenomenon，proportion，particular，particularly，murder，household（s），figure（s），appreciate，appreciation，technique，humanities，define，definition，properly，particularly，furthermore，appropriately，admire（d）。在句子聽寫中，像a（the）better way，best way，to do，as long as，as well as，that，when，what，who，whether等從句，被動結構by doing A and doing B，情態動詞might，must，can，還有the+名詞+of結構、短語出現得相當多，比如：a definition of time，a part of，the figures of，the lack of，proportional growth of，the percentage of；serve as，space out，share about，provide with，make decisions，lead to，mix with，make sth difficult，try out等。

三、結語

以上論述了如何從操作層面上對考生進行有效的指導，由于聽力題目鮮活，涉及面廣，僅靠考前備戰是不夠的，因此教師有責任在英語教學中進行應試點撥，創設運用英語的情境，經常指導詞匯和聽力、試聽、復述等練習，練好聽力的基本功，使考生在考場上發揮最佳水平。