一、 語言因素在聽力中的運用
聽力理解可分為字面理解和深層理解。要做到字面理解，就必須具備一定的語音知識、一定的詞匯知識和一定的語法知識。也只有在理解字面意思的基礎上才有可能對聽力材料進行深層次的理解，所以語言因素是聽力理解的基礎。我們常提到的語言因素包括：
1、語音知識
聽力不同于閱讀，要求同學們必須具備準確辨音的能力，這是口頭交際的基礎。在正確掌握每個單詞的發音的同時，必須注意以下幾個方面：
(1)Q: What is the womans comment on the mans paper? (1996.1)
A. The ideas of the paper are not convincing.
B. Some parts of the paper are not well written.
C. The handwriting of the paper is not good.
D. The paper is not complete.
本題考查的是同學們對虛擬語氣句子的理解，答案是B。)英語中最小對立體的發音，如ship---sheep, cheap ----
chip, pig ---peg, sack ---sock等，有針對性地進行發音訓練，比如繞口令之類的練習，如She sells
sea cells by the
seashore. If she sells sea cells by the seashore, then she
sells seashore cells，適當加強一些針對性的聽力練習。
(2)重讀與弱讀：漢語是一個漢字一個音節，而英語中的一個單詞可能就有好多音節，這就造成了英漢節奏的差別。而英語中的一些虛詞一般要弱讀，這有可能會給聽力造成一定的困難。對此也應該進行專項訓練。如：
Whats the time? Sing us a song. Ive eaten them all. He
has already visited a great number of different places in
Australia.(紅體部分的音節重讀)
(3)連讀：連讀時語速加快，連讀的單詞之間沒有了間隔，會給理解帶來困難。如：
in ˇor ˇout, yearˇ in and year ˇout, for ˇan ˇhour
(4)意群：聽力時不能一個單詞一個單詞地去理解，應該注意意群，因為意群之間間隔之處正是停頓之處，注意下列語句朗讀時停頓的差別：
John said, " My father is here."
"John," said my father, "is here."
She likes pineapples.
She likes pie and apples.
He sold his houseboat and trailer.
He sold his house, boat, and trailer.
(5)注意同音字：有些單詞發音相同，也可能給聽力理解帶來困難，如：
What is black and white, and read (red) all over?
這里在聽的時候，很難分請是read還是red。
(6)語調：語調是說話者表達情感的一種手段，同樣一個句子如果語調不同，則意思就有可能發生變化，如：
Open the door, will you?↗
Open the door, wont you?↘
用聲調表示一種請求，用降調表示命令。
What? ↗What?↘↗升調表示疑問，降升表示吃驚和不相信。
測試中同樣有可能考查語調的作用，如：
① W: Where do you want to eat?
M: Is there anything wrong with the↘ coffee shop?
Q: What does the man mean?
A. He wonders if anything happened at the coffee shop.
B. He doesnt know why the coffee tastes bad.
C. He only wants coffee because he isnt happy.
D. He thinks that they ought to go to the coffee shop.
一般疑問句，卻用了降調，表示出說話者愿意去咖啡館的肯定態度，答案應是D。
② M: Im terribly sorry Im late, but I just couldnt
help it.
I got there as soon as I could.
W: Well, its not soon enough, ↘is it?
Q: What does the woman mean?
A. Its soon enough to get here.
B. Its not soon enough to get here.
C. Its not late to get here.
D. Its early enough to get here.
降調的使用,說明說話人堅信第一部分說的是事實，由此可以判斷答案為B。
2、詞匯和語法
(1)注意擴充詞匯量：研究發現，詞匯量是影響聽力的主要因素之一，詞匯量的匱乏往往是造成聽力能力提高的首要因素。因此，同學們在訓練聽力技巧的同時，應注意詞匯量的擴充。
(2)加強同義表達方式的聽力訓練：在聽力選擇中，相當一部分情況下，答案就是對話信息的同義表達方式。如：
①W: The speech the blind girl gave this evening was
extremely
touching.
M: I think everybody felt the same.
Q: How did the man feel about the girls speech?
A. It was boring. B. It was entertaining.
C. It was moving. D. It was encouraging.
Moving與touching意思相近，答案為C。再如：
②M: Nancy, why were you late today?
W: I overslept and missed the bus.
Q: Why was Nancy late? (1999.1)
A. She got up later than usual.
B. The bus was late.
C. She forgot she had classes.
D. Her clock was slow.
Overslept 也就是got up later than usual。
(3)加強語法概念的單句理解練習：聽力測試中有相當一部分情況下，有對語法結構表意功能的考查，如虛擬語氣的含義，建議的表達方式等。如：
①W: We do need another bookshelf in this room. But the
problem
is the space for it.
M: How about moving the old dining table to the kitchen?
Q: What does the man suggest they should do? (1995.6)
A. Finding a larger room. B. Sell the old table.
C. Buy two bookshelves. D. Rearrange some furniture.
如果考生清楚How about用來提出建議，就可以根據moving the
old dining table判斷答案為D。再如：
②W: The movie starts in 5 minutes and there is bound to
be a long line.
M: Why dont we come back for the next show? Im sure it
would be less crowded.
Q: What is the man suggesting? ( 1996.6)
A. Coming back for a later shouw. B. Waiting in a queue.
C. Coming back in five minutes. D. Not going to the movie
today.
Why dont 表示建議，由此可以判斷答案為A。
③M: What do you think of my paper?
W: The ideas are good. If I were you, though, Id rewrite
the last two paragraphs to make it better.
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