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浅析英语初学者听力能力的提高

摘 要

随着世界的全球化，英语扮演着越来越重要的角色，我国开始学习英语的人也越来越多。可是对于初学者来说，英语听力能力是他们的一个薄弱而又被忽视的环节，因此提高他们这一方面的能力就显得尤为重要了。本文运用了是什么、怎么样相结合的研究方法，首先作者指出了中国英语初学者的现状，然后分析了英语初学者英语听力能力薄弱的原因，最后针对这些原因提出了一些相应的具体的解决问题的建议。

关键词

英语初学者；听力能力；提高

Introduction

With economic globalization, English, as the communicational tool of the world's common language, is more important than before. In China, the growing trend of learning English makes students learn English much earlier. In 2001, the Ministry of Education issued the "English standard". According to it, for the English beginners, listening ability is one of the five essential abilities (listening, speaking reading, writing and translating) and an important part of English practical ability and also a standard to measure the quality of English teaching.

Students are the most receptive at their young age, and one’s development of young stage will influence the development of his whole life. Thus, the listening ability of English beginners proves particularly important. Till now, a lot of scholars have studied how to improve the English ability of the English beginners. Lin Xinshi said that cultivation of good learning habits is of much essence to English beginners(林新事，2004). He tried to propose some novel ideas and thoughts about cultivating good learning habits of English language novices. He stated that the cultivation of good learning habits goes through three stages: 1) The stage of good habits selecting, 2) the stage of consolidation and reinforcement, 3) the stage of good habit using and transferring. A thesis said:“If I were an English beginner, I would read more stories and listen more tapes. If I were an English beginner of middle school , I would read and recite beautiful texts accurately and fluently. I should read more English after class, and retell the stories to my classmates in simple English. And also, I will learn some basic grammar knowledge to strengthen my self-consciousness to study.”（中学课程辅导初一版,2004）.Liu Xueyun analyzed the common writing errors of English Beginners (刘学云,1982).

Also a lot of scholars have studied how to improve the English learners` listening ability. In the early of the 1970s, many applied linguists proposed listening strategy theories, the famous ones are O’Malley’s and Chaumont’s. They classified the learning strategies used by the learners in the listening process into: metacognitive strategy, cognitive strategy, social and emotional strategies (cited from宝建东， 2007). Vandergrift believes that metacognitive strategy is effective to improve the English beginners` listening ability (Vandergrift L, 1993). Professor Mendelsohn thinks teachers should help learners use other means to obtain information(cited from张艳丰，2008). In addition to the use of video, the multi-media teaching also can be put into use (cited from张艳丰, 2008). In the English teaching of China, people do not pay much attention to the listening ability improvement. Currently, the research of it is just on the stage of description. The intervention stage is still being explored. As a result, no systematic or sophisticated teaching can be put into practice. In the 1990s, some scholars, such as Jiang Zukang did some research on the relationship between listening strategies and listening ability, and his result confirmed the validity of listening strategies (蒋祖康, 1994). But just a few of them studied how to improve the English beginners` listening ability. In the area of listening teaching of primary school , Xu Xiuzhen made a research on teaching procedures, technical processing , how to interest students, how to deal with the relation between listening teaching and text teaching ,and the relation between listening training and thinking(徐袖珍，2002). She believes that teaching should follow four steps: 1, pre-listening; 2, listening; 3Upon listening screening; 4, repeated listening. At the same time, she raised the methods against the above specific issues, such as diversifying of teaching methods, enhancing the interest of students, etc. (徐袖珍,2002). Meng Hongtao analyzed the five factors which influenced the listening ability: 1. vocabulary, 2. grammar, 3. voice, 4. Speed, 5.cultural background, and then raised some corresponding methods according to the factors. (孟红桃，2004). Xiang Yi believes that English beginners, especially those in primary school children, should focus on listening and speaking ability very much (项奕，2010). Although many scholars have done a lot of research on English beginners and how to improve their listening ability, they mostly just give suggestions in theory and most of the suggestions are very abstract.

This paper believes what the previous scholars have researched reflects the importance of improving listening ability of English beginners. As we all know, listening ability is one of the five essential abilities (listening, speaking, reading, writing and translating) and an important part of English practical ability and also a standard to measure the quality of English teaching. If a student can not listen well, his or her speaking, reading and other abilities may be affected.

In the following, this paper makes a specific research on how to improve listening ability of the English beginners on the bases of personal and school factors .According to these factors, some suggests are offered, hoping to serve the English beginners.

I. Listening Status of Chinese English Beginners

In China the listening condition of English beginners is not ideal. Generally speaking, the English beginners are lack of interest and their teaching strategy is single. In addition, their knowledge on phonetic and grammar and vocabulary is poor and weak. Besides these, they have less cultural background knowledge, either.

1.1 Being Lack of Interest in Listening

"Interest is the best teacher". In practical teaching, in some regions, especially in the poor regions, the English beginners are lack of interests due to being lack of the modern teaching equipments in schools, such as multi-media room, DVD, MP3, etc. Even in some schools, the modern equipments are placed just for decoration，not for practical use. Other reasons resulting in low learning interest of the beginners are the teachers` boring teaching methods, the vapidity of the teaching materials and so on.

1.2 Weak Knowledge on Phonetic Characteristics and Rules.

Sound recognition involves the identification of voice, intonation, sound quality and so on. As is known to all, there are only 26 alphabets, but the number of their pronunciations is nearly twice as much as them. For most students, when they meet these letters in words or phrases, they can not identify which pronunciation they should articulate. What’s more, the same letter may correspond to different pronunciations. And also, different letters can correspond to the same pronunciation. In addition to the above, in different context, speakers` voice and intonation are different, so the students can not learn the phonetic characteristics and rules well.

1.3 Being Weak in Vocabulary and Grammar

The time when students are really involved in English learning is in the secondary school. And in most primary schools, the time of having English class is just one or two hours and the teacher seldom emphasize the importance of vocabulary and grammar. As a result, the students in primary school just know a few words and vocabularies and they can not be able to write them, even they know a little about their pronunciation. So the students feel it difficult to comprehend the native speakers.

1.4 Being Lack of Knowledge aboutCultural Background.

Background is related to the listening material, the character in the material , the culture, the lifestyle, and the understanding of concept and so on. Its main role is to provide the listener judgments, reasoning, the basis of speculation, etc. The weak knowledge about cultural background is caused by the following reasons:(1) being lack of introduction of background timely in material, (2)being lack of background introduction in teacher's teaching process (3)students` neglecting of cultural background knowledge in their preparation process.

1.5 The SingleTeaching Strategy.

Most teachers are using the "three steps” in their English lesson. The first step is to listen to the recoding, without using any back information. The second step is to ask students to do multiple –choice. The third step is to check the answers. The teaching strategy is very single. But most students are active and curious; they can not stand the boring single teaching strategy and demand more various teaching methods. Their teaching strategy is hard to meet whose demands and easy to bore them, but the lifelong learning view is based on the students ’interest of English. If the student’s interest can not be satisfied, they will gradually lose the interest.

II. Factors Influencing the Listening Ability of English Beginners

Factors influencing the listening ability of English beginners mainly include personal factors and school factors. It is necessary to analyze them if the listening ability of English beginners must be improved.

2.1 Personal Factors

Personal factors always involve students and teachers. This paper mainly analyses the factors of students’ and teachers ’attitude, students’ learning motivation and English beginners’ limited knowledge.

2.1.1 Teachers’ and Students’ Ignoring Attitude

Someone says: "Attitude is everything". Although this statement exaggerates the function of attitude, to a certain extent, there is something in it. The effects of attitude on language learning are mainly reflected in the following aspects: (1) the relation between attitude and foreign language learning: the learners who are positive to learn a foreign language may learn it more easily and make progress more quickly .Conversely, the learners who hold negative attitude towards the study of foreign language may improve their learning slowly. (2) The relation between attitude and enthusiasm: attitude directly affects enthusiasm. Those learners who stop learning after studying for a short period and can’t last to the ending time are largely passive and negative learners, the low enthusiasm will result in poor learning. (3) The relation between attitude and classroom behavior: attitude affects classroom activities of participation (张锡伟，2010). Guildsman’s research shows that the student’s good performance is proposition to their good attitude. Namely a student who holds positive attitude acts more active in class, and his grades are better (cited from Dardner,R.C, W.E. Lambert,1972) . Tao Deqing thought that attitude contained a certain behavioral tendencies by itself. It is a important psychological phenomenon (陶德清, 2001). From his point of view, we can see the close relationship between attitude and behavior. Tao Deqing believed attitude affected social judgment, affordability and activities of the initiative (陶德清, 2001).

In our present English enlightenment education, including the teachers and the students, most of them ignore listening teaching and learning .During the listening teaching of English beginners, most teachers are just limited to ask students to listen to the videos or tapes in classroom, and even never give them homework of training their listening ability. Students at that age, because of their limited cognitive ability and self-control, also can not realize the needs to improve their listening ability, or even raise a sense of exclusion. In the process of teaching. The main characters are teachers and students. If both locate the listening ability to an unseasonable place, the listening ability will present a poor state.

2.1.2Ambiguous Learning Motivation

According to many scholars, students’ learning motivation affects students deeply. As for the English beginners of China, the following characteristics are common.

2.1.2.1 Having Disgusting Mood of Learning

Being naughty is the nature of children. Pupils sometimes do not like learning because the school time reduces their time of playing. On the other hand, the pupils always don’t make their strong resolutions and the textbooks used in elementary school don’t satisfy the students` interests because they attach much to their scientific and logical characteristics. In addition, the teaching method is basically priority to classroom teaching and the teaching method is single. So the students hate learning and don’t like to read and have a class, being unable to complete their assignments. They always look for excuses where they do not need to learn. In addition, they often use other activities which are far away from learning to occupy their learning time.

2.1.2.2Being Easily Distracted

The students are often distracted when they are engaging in learning. When the teacher is having class, they always look around or outside and can not concentrate on their books and thinking. When they are doing their homework or exercise, they always want to do something else and then go to do. For example, they do their homework for 20 minutes and then play games for another 20 minutes and come back to do homework again. They are often interrupted by other ideas or activities. Not only the above, some students are often absent-minded and always listen to something else when the teacher is having class, even they feel it difficult to follow the teacher’s instruction to do homework.

2.1.2.3Not Knowing the Learning Goals

Some students are casual when they learn something. They do not know what knowledge they should get and what knowledge does not suit them. They always learn something without choosing because they are lack of initiative and do not know what they should need. They always follow others` view and do not have very clear goals.

2.1.3 English Beginners` Limited Knowledge

Most English beginners are generally weak in English knowledge because of their young age and lack of social experience. They are still at a low level of voice, vocabulary, and grammar .In addition, on the Chinese and Western cultures, especially the Western culture, history, geography, religion, politics, customs, and life, their knowledge is not very rich. Pronunciation, vocabulary, grammar, etc. constitute an important part of the language. Without such basic knowledge, it is almost impossible to master a language, especially mastering a foreign language.

A person's listening ability relates to the above English knowledge closely. Pronunciation and tone are the prerequisite to distinguish different words; vocabularies make up the cells of a language, without these cells, the language would not exist; and grammar is the framework of a language. If we want to know what the language says, we’d better know the grammar. In the process of listening, if people lack these English knowledge or they do not know the differences between China and Western countries, people’s listening ability will be affected.

2.2 School Factor

School factors account much in improving the listening ability of English beginners. In the following, this paper analyzes some school factors which result in the low listening ability. They are mainly unreasonable arrangement of listening, the unreasonable schedule and the unreasonable material selection.

2.2.1 Unreasonable Arrangement of Listening

In the arrangement of listening training course, the teachers are weak in scientific and systematic arrangement for training objectives of the students in different semesters and different stages. Too difficult or too easy scheduling, too concentrated or too decentralized arrangement will affect the student's attention and enthusiasm. If the arrangement is not satisfactory, irregularities, then, the confidence, the attention and the interest of the students will be affected, and thus, it will raise a negative impact, lowering the standard of teaching listening.

2.2.2The Unreasonable Lasting Time of Listening Training

The teachers in many schools over emphasize on text teaching, writing exercise, but put the training of students` listening ability at a subordinate status .So the time of listening training is not sufficient.

Besides, in listening training, the length of time is not reasonable. Many teachers focus on the training time excessively and just use the single training model, So the students are very easy to be tired and the sufficiency is not satisfactory.

2.2.3Unreasonable Material Selection

Many textbooks chosen by the schools are unreasonable. The students use the same set of teaching materials which have been outdated over the years and can not meet the modern students` needs but the teacher seldom train the students with some listening materials out from the outdated textbook . A good listening material should relate to very sides of the society, such as daily life, culture, education, customs, people, science and so on. And also the sentences of a good listening material should be brief, oral and connect to people’s affection. The structure of them should also be brief and should involve much omission. However, some textbooks chosen do not fit with these.

Ⅲ. Ways to Improve the Listening Ability of English Beginners

After analyzing the factors from personal side and school side, some suggestions may be given on the ways to improve the listening ability of English beginners.

3.1 Having a Positive Face Strategy to Cultivate English Beginners’ Serious and Responsible Attitude towards Listening.

Brown and Levinson proposed politeness strategy; they think that courtesy is people’s need to meet face needs. So their politeness theory is often called "Face-saving Theory" (referred to as FST) (cited from黄颖,2006). The so-called positive face, for people, refers to wanting recognition and praise from others(黄颖,2006). English beginners are generally not mature enough in terms of age. Although they have the ability to tell things around, they also need teacher’s evaluation and guidance and inspiring. Therefore, in the process of listening teaching, teachers should encourage those students whose listening abilities have improved. For example, when a student does well in a listening exercise, the teacher may say: "How wonderful! How did you do that? "or "very good”. Adding a tag questions after an exclamatory expression shows the teacher’s surprise and happiness. The later sentence shows the teachers positive attitude towards the student’s listening ability. Thus the student’s face in front of the class is raised. This positive politeness strategy approach encourages the listening ability of students timely and enables them to establish self-esteem in front of other students so that their interest, self-confidence and determination will be increased .these can benefit the students` listening ability.

3.2 Cultivating Students` Learning Motivation

Personal learning motivation is a fundamental motive for people to make efforts to realize the learning purpose. In the learning process you may have felt you do not want to learn anything any more since you don’t have a very clear motivation. Fundamentally, this is because your learning motivation is not strong or you have little learning motivation. This situation can directly affect your progress in learning and bring your later study a lot of pressure.

Then, are there any ways to change the learning motivation and improve the learning efficiency? The author in this paper believes that there are some ways to inspire and cultivate students' learning motivation: 1. take into account emotional communication and establish harmonious relationship between teachers and students. Good relationship between teachers and students is an assurance to improve school education quality and an important aspect of social spiritual civilization. All the teaching work need be done on the basis of harmonious relationship between teachers and students. 2.Improve teaching art and cultivate students' learning interest. Teaching art means that the teacher uses clever conception，appropriate analogy，flexible teaching method and vivid language in the teaching process. This can interest the students and make them be interested in learning. 3. Establish incentive mechanism and let the student experience fulfillment. There is close relation between the children’s psychological development and their achievements. A child will experience the pleasure from his or her challenging work, through overcoming difficulties; thereby incentive mechanism can enhance the self-confidence and interest of students.4. Help the students establish long-term goals. Learning goals can make more positive effect for students than those without target arrangements.

Anyhow, the best way to encourage students is to adopt positive methods, rather than the negative means, in this way we can stimulate the students' learning motivation.

3.3Arraning Teaching of Listening Rationality

We have already mentioned the unreasonable teaching arrangement in above text. For the shortcomings, the teachers should scientifically ensure time for listening. Once a survey was done, the researchers found that, before the 21st minutes, the correct rate reached a peak, over 21 minutes, the correct rate will begin to decrease (刘巧媛, 2010). Therefore, the time of listening training should be within 21 minutes, more training time is not efficient, and less of it will not have the training effect. Secondly, we must use effective listening training, such as various training forms, positive air and classroom interaction. Language learning is a process which needs repeated stimulus, practicing to correct, strengthening and consolidating and finally applying (秦本彬,2009). Before listening, the students should skim the material in the exercise book. The specific steps are: from the first to the third time, the students can read out the material while listening (if it will disturb the students around you, keep silent) If the students can’t follow the sentence smoothly, they can pause and listen it again. Thirdly, listen repeatedly till the students can understand the text while abandoning the material .In this way, the students can recognize the words in the material when listening and won’t make mistakes in future. Finally, when selecting the listening materials, different contents should be chosen for students at different stages. The contents should be entrenched and targeted to improve the listening ability. Also, the easy and difficult degree of material should fit with the students. The too easy will result in losing the meaning of training and the too difficult will make the students lose their heart and confidence .Besides, the length of the choosing material should be considered. The too long will scatter the students` attention and the too short waster of time. In addition, the content in the material should be new and satisfy students` interest. In this paper, the author gives some websites for English beginners to practice themselves in free time: 1, 在线英语听力室 2, http://www.wwenglish.com/,3. Douding Network.

3.4 Using Classroom Games to Improve English Listening Ability

Games should be taught in English in the process of elementary education, and they are also means of teaching English in such education. In the process of the game, the beginners` listening ability can be improved through their movement, facial expressions, and language, ect. (宋芳、桑元微、孙力华,2007). For example, in role play "Doll House", the students can acquire some words, such as dad, mum, baby, brother, sister, grandpa, grandma, sleep, eat, milk, coffee, meat, bread, juice so on and so forth. Another example, when playing the game ”Snow” ,through dialogue with other characters, students can improve their listening level. Another example again, when the words about color blue, green, yellow, red are taught, the teacher can organize the students to play a game called “squatting, squatting, squatting “.First of all, the teacher asks four students to come to the blackboard and require them wear the headgear of these four colors .Then the game begins, when the teacher says: “red squats” ,then the student wearing red headgear squats at once, saying :blue squats”, then the student worn blue headgear squats… Of course, the turn is up to the students. In this game, it is much easier to acquire the pronunciation of these words for English beginners.

3.5Improving English Listening Ability in Life

Now most children are only child, and their parents are very strict with them. Generally speaking, after school they are not allowed to go out to play with their friends. Instead, they are asked to stay at home and do homework. In fact, many scholars believe that lacking of communication may prevent students from improving their listening ability. But actually, if the students can use the long time properly, the same, their listening ability can be improved.

3.5.1 Listening to English Songs

It is obvious that listening to English songs can improve English listening ability. English songs, especially for children, are rich in content, simple language and fast-paced rhyme which can satisfy the children’s interest and decrease their tension, but also resolve their loneliness. More importantly, they will acquire the pronunciation of the lyrics (宋芳、桑元微、孙力华.幼儿2007). For example, during listening to the song "Days of week", the English beginners will be able to recognize the seven words: "Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday". Later, when they hear these words, they can tell which word it is. In this paper, the author gives several songs for reference.1. This is the Way 2.Five Little Ducks 3.Are You Sleeping; 4. Rain Rain, Go Away and so on.

3.5.2Seeing English Movies

First of all, in terms of the films, it always tells a story .In it, people’s psychological language can be reflected well and objectively. The author in this paper thinks that this is the essence of film. Films not only stimulate students` interest in learning English, but also inspire students to think of and know about knowledge (王奕君, 2009). Of course, for the English beginners, the choice of film has certain requirements, because their English level is still at a low stage. The too difficult will cause them to lose interest, but the too simple is useless for listening ability improving. So they should choose their own level of English movies. In addition, the students should apply some skills while listening, such as preparing notebook for note taking, understanding the plot summary, selecting fragment, recording vocabulary from the film, knowing of characters in the context, paying attention to cultural differences and so on. In this paper ,several movies or websites are suggested to improve English beginners` listening ability :1, "Disney Magic English , " (teaching materials for English beginners)2," Disney English ", 3" Tom and Jerry " 4、website 英语听力_旺旺英语学习网 / efayin / flashflashyinbiao / and http://bbs.wwenglish.org/z/ot/yb.swf

3.5.3 Watching Cartoons

To learn English from comics is a good learning method. In comics short sentences and vivid pictures are often used, which make children feel easy. Even if it is slightly difficult, the use of picture makes English more understandable. At the same time, the pictures and the dialogues have carried on the language scene and the cultural habits, which strengthened the memory of what you have got from the cartoon. In addition, the long time comics reading are not only good for language learners to learn English, but also benefits the cultivation of optimistic humor study of character. For English beginners, how to learn English by watching cartoons? Generally speaking, there are 4 steps: 1.Select the cartoons: select those which you are interested in to cultivate your learning enthusiasm and continuity. 2. Learn language points. From the humorous dialogues in the comics, you can cull important words and sentences to do extensive practice. For instance, you may try to find out synonyms or antonyms of a word, or you can undertake English-Chinese and Chinese-English translation practice and see their difference. 3. Induct similar scenes and understand the cultural background. You can make summary and think about the culture hidden behind the comics on the basis of the first two steps to deepen the English study.4. Reproduce and inspect: Tell the very interesting or very meaningful cartoons - which you have watched, to others in English. If you can do this very well, it will prove that you have truly mastered the language knowledge, and also English in your eyes will naturally become vivid and lovely.

3.6Improving Students’ Basic English Knowledge

English basic knowledge mainly includes speech, vocabulary and grammar, and they are all necessary in listening comprehension. Without knowing about these, it is impossible to get something from listening. In the following, the author of this paper gives some ways to improve the students` basic English knowledge.

3.6.1Improving Speech

Speech is the foundation of the language learning and people always identify words and sentences through phonetics. The poor phonetic knowledge is one of the main reasons which result in poor listening ability. The author in this paper believes that there are some ways to improve the students` phonetic knowledge. First of all, in the first listening class, students should be required to review the international phonetic alphabets, master how to pronounce each phoneme and its pronunciation methods, know the phonetic features of vowels and consonants and distinguish them, repeatedly listen and read the international phonetic alphabets until you can pronounce them correctly. Second, students should master rules of pronunciation such as sound rules, continuity, loss of blasting, provincial sound, assimilation and stress .Also teachers and students should analyze and induct students` phonetic problems. Third, teachers should ask the students to imitate intonation and understand the speaker’s attitude, feeling, emotion, or implication. Through listening practice and imitation, students can understand the implications of the words and sentences more easily and quickly.

3.6.2 Improving Vocabulary

Vocabulary is a necessity of conversation, also a necessity of getting the main idea in a dialogue. Without enough vocabulary, people can not communicate any information efficiently. As for this situation, what should students do? This paper believe that students should expand their basic vocabulary through intensive and extensive reading, grasp the word formation rules and teachers should encourage students to undertake more listening training and to use the words they have learned in diaries writing or composition, urging students to know as much as possible.

3.6.3 Improving Grammar

Without knowledge of grammar, we can not learn a language well. Good knowledge of grammar can help students have better listening comprehension. But some students think that grammar is not important and they can learn English well as long as they remember more words, listen more, speak more and read more. This view that they ignore the grammar causes their difficult listening comprehension. In this paper, we think grammar is to the listening comprehension what water is to the fish. However, how to improve the students` knowledge of grammar? First, the teacher should make students realize the importance of grammar knowledge; guide the students to review it systematically after class. Second, in listening training, when students meet grammar obstacles and are unable to understand the sentences, the teacher should analyze them patiently and induct the grammatical phenomenon in order to let the students grasp the grammar knowledge and understand what the sentence means.

3.7 Using Listening Skills in Test

The listening test differs from other paper test where all information can be read and analyzed again and again. In the listening test, the recorded tape is just played in limited time, so the problem solving is at the same time with playing the recording and the students only have a very short time to think and make a choice. To get a good result, in addition to getting good knowledge of grammar and rich cultural background of English-Spoken countries, the students need to have the good listening skills: reading question, guessing the listening content, listening carefully, and taking note in abbreviation form, taking note in abbreviation form.

3.7.1 Reading Questions First

Prior to each examination, there is a record on the exam requirements. For the candidates who are very clear of the requirements, they can use this time to read the questions, and spend a few seconds in getting a general view of the questions .Its purpose is to see how many questions there are in each part and what kind of question they are. Then the students can use the left time to read the issues carefully.

3.7.2 Guessing the Listening Content

The listeners should mark the semantics center and keywords in the questions, then analyze the implied information of structure relations and lexical cohesion relations, finally, predict what content they will hear in the record. It is much easier to understand the listening material if they have prepared for it.

3.7.3 Listening Carefully

When listening to the record material, the students must be targeted to concentrate on capturing the information needed to answer the questions and do not try to make clear every word or every phrase. Generally speaking, the candidates should get the information about “what, who, where, what attitude”.

3.7.4 Taking Note in Abbreviation Form

If the speakers in the record read the listening material in a very fast speed, then many candidates are not easy to remember all information and feel difficult to take down what they have heard in the record, especially when many answers to the questions are involved in a very short period of time.

At this time, the students can use some abbreviations or symbols to replace the complex or long words or phrases. For example, "education" can be abbreviated to "edu"; "equal" can be abbreviated to "=";" market "can be abbreviated into the "mkt" and so on, By the way, students should try to use abbreviations in their dairy listening training, or they will not get a habit of using abbreviation in their real listening examination.

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