复合式听写中的问题分析及其教学对策

摘要：复合式听写是对学生综合能力的考查，考生在语音、词汇、语法及其表达能力方面均存在着问题。在教学中，教师应该采取相应措施扩大学生的词汇量，加强短时记忆能力和速记能力训练，并增强他们的词块法意识，从而有效提高考生的复合式听写水平。

关键词：复合式听写问题教学对策

听写具备简便、快捷等特点，很早就被应年用于外语教学和测试中。但是它的运用发展过程并非平坦。刚开始时听写受到了以Lado（1961）等为代表等的结构主义语言学派的质疑，一度被看作是无效的测试手段。他们认为听写不能测试任何一项技能，作为测试手段，既不经济，也不准确，应该放弃。而Oller（1979）基于大量测试实验和数据分析认为它比其他单一的测试语言能力的方法更能客观地衡量学生的语言水平。A.Harrison（1983）曾指出听写能力“反映了语言用于交际目的时发生的一切。”

1997年6月全国大学英语四级听力考试首次采用“复合式听写”。它采用一篇200-250词的短文，全文设置了11处空白，前8个是单词，后3处为句子。全文朗读三遍，要求考生根据听到的内容填写所缺信息，单词要求使用原词，句子可以写原文，也可以结合原文意思用自己的话表述。此题是对学生听力理解、单词拼写、语法和总结概括能力等综合能力的考查。根据马王超（2002）的研究统计，在四级考试中，在复合式听写单词部分的平均得分率为59％，而句子部分仅为7.8%。加强学生句子听写能力训练是提高学生听写成绩的关键所在。因此，本文的目的在于分析学生在听写时出现的问题，并且提出相应的对策。

1 复合式听写中学生存在的问题

与单纯考查学生听力水平的段对话和短文选择题不同，复合式听写涉及到考生听、读、写以及逻辑思维等多项交际能力的综合运用，既要听，又要写，不仅有输入还要求输出，能全面地反映学生的语言综合运用能力。几年来的复合式句子听写难度越来越大，97、98年的句子听写少数学生还能够做到听到什么写什么，后来由于难度增大，句子变长，结构复杂，考生只能遗憾地匆忙结束战斗。

1.1词汇量小、拼写能力差

由于词汇量的不足或对词汇掌握得不够到位，很多学生根本无法听懂句子的内容，更别说写下句子大意或原文了。众所周知，词汇是基础，是基石。除了要掌握大学英语四级应该掌握的词汇外，还要注意单词的一词多义，老词新意以及固定搭配等问题。有很多学生不是很注意单词拼写的细节问题，字母拼写错误是相当普遍的，如把conentrated拼写成concerntrated，把interact写成interect。

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象。结合四个选项的共同点，我们往往可以得到大量的提示，有时候，甚至可以把答案猜得八九不离十。真正听题的时候，考生可以和录音人给出的信息进行比较，轻易排除错误选项，直达正确答案。举例如下：99年6月Section A(9): Y ou will read: A) She is not interested in the course. B) She doesn’t like the way the professor lectures. C) She’s having a hard time following the professor’s lectures. D) She’s having difficulty with the heavy reading assignments. 黑体的部分就是考生在短短5秒内应该看到的信息点。某考生仅根据以上选项推论如下：选项中不断重复的course，lecture，assignments都提醒我们，这是学生评价课程的一道题目。题中男生会先问感觉如何，女生的回答可能并不是全盘否定，但一定会有抱怨。进而推想，很可能用一个转折关系的句式，比如but，而事实惊人地吻合。请看Tapescript： M: How do you like Professor Bockman’s course on the History of Philosophy? He is a

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