In listening comprehension classes, a large number of students often complain that the speed of the material is so fast that they cannot catch the meaning, if the material is slowed down; students will understand it quite well. But, in daily life who would speak so slowly? Therefore, itfs necessary to train the students to listen to the material spoken in a normal speed. Why do our students usually feel it difficult to follow the ordinary speed material? In my point of view, one of the main reasons is the inner-translation process while listening, some of the students usually translate the listening material into Chinese and only by that way can they understand it. Of course, translation costs them much time in understanding. Speed is sacrificed as a result of that. Thatfs why the building of a direct connection between information input and understanding is very important. In order to probe the listening comprehension process and learning strategies in listening comprehension classes, I designed a questionnaire and did a small-scale investigation.

‡U. A small-scale questionnaire investigation

The subjects of the small-scale investigation are 98 students of gra

B. The teaching methods are outdated and simplistic: ›1 Ifm not accustomed to the teacherfs teaching method. ›2 I havenft grasped the methods of listening comprehension yet.

Some topics in this essay:
English Chinese, Education Press, Chinese Percentage, Economy Academy, , English China, Krashenfs I+1, listening comprehension, listening material, listening comprehension classes, comprehension classes, students donft, influence chinese, inner translation, speed comprehension, supplementary textbooks, translation process, teaching listening, teaching listening comprehension, methods listening comprehension, grasped methods listening, strategies listening comprehension, Influence Chinese,