论大学英语四级考试听力的特点和指导技巧

平丽芳

摘 要： 自2006年大学英语四级开考以来，已经走过了7个年头，参考人数有增无减。考生失分较多的仍然是阅读和听力部分，特别是听力部分，由于题型新颖，题材面较广，复合听写难度较大，给广大考生带来一定的障碍和难度。本文通过分析四级考试听力的特点，给出听力指导技巧，以期广大考生在考试中取得好的成绩。

关键词： 大学英语四级 听力 特点 指导技巧

一、听力考试题型和特点

大学英语四级听力题型共分为四类：一是8个短对话共设8个问题，二是2个长对话共设7个问题，三是3个短文听力共设10个问题，四是复合式听写共设8个单个单词和3个长句子，要求考生能正确拼写。从历届听力考试题型的特点来看，问题设计主要集中在以下两个方面。

第一类考细节辩论，信息明示题较多，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？

第二类着重考推理判断、语义、语境、句意、同义转述、综合归纳题，如观点、态度、结局、原因分析、隐含意义，必须在理解大意、把握关键信息的基础上综合判断。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、听力考试指导技巧

从实际考试情况看，教师可以从两个方面进行指导。首先，在8个短对话和2个长对话中，如果遇到下列句子，就可以让考生判断与上文不同的答案，因为这些与上文有转折的词句，明显不是听力一开始出现的信息，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...尤其是虚拟语气句，如：Id feel that if I were you.很可能情况与上面出现的听力文字不同。考生必须排除先出现的听力信息的干扰，选择正确答案。其次，在三个短文听力中，主要考查“Who，What，How，Why did/does sb do according to sb/the passage？需要听清与这些问题相关的句子。

最后在复合听写中，教师可以先从词组和句型训练考生的适应能力，比如至少考到两次的词汇有：survive，reported，phenomenon，proportion，particular，particularly，murder，household（s），figure（s），appreciate，appreciation，technique，humanities，define，definition，properly，particularly，furthermore，appropriately，admire（d）。在句子听写中，像a（the）better way，best way，to do，as long as，as well as，that，when，what，who，whether等从句，被动结构by doing A and doing B，情态动词might，must，can，还有the+名词+of结构、短语出现得相当多，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、结语

以上论述了如何从操作层面上对考生进行有效的指导，由于听力题目鲜活，涉及面广，仅靠考前备战是不够的，因此教师有责任在英语教学中进行应试点拨，创设运用英语的情境，经常指导词汇和听力、试听、复述等练习，练好听力的基本功，使考生在考场上发挥最佳水平。