本论文的研究试图找到最有效的听力学习模式来解决听力过程中的短时记忆瓶颈问题。它对比探讨了语音语调训练、语块（词块）以及语篇结构图式等听力教学手段对学生听力理解能力的影响，包括能否提高听力成绩和能否改善听力理解过程;与此同时，尝试提出在听力教学中以阅读为突破口促进学生听能提高的教学思路。根据语调模式能体现语篇组织结构的特点，应训练学生正确运用语调线索来识别语篇的主要内容及层次结构。另外，在英语听力教学过程中，教师还可以根据学生的听力状况提供学习者一些高阶（high-level）认知听力理解策略的知识以及合适的训练，以达到完善学习者认知的策略结构，并最终提高其在听力过程中对所提供的听力材料的语篇信息处理的能力。作者做了教学实验。共95名学生参与了本实验，他们被随机分到两个不同的实验组（08G1，08G2）和对照班（08G3）。实验前我们对实验班和对照班分别进行了听力测试。数据分析结果表明3个班的听力水平不存在显著差异。在此基础上，作者结合日常教学对实验班08G1和08G2进行了词汇短语教学。实验分为两个阶段, 第一阶段为期10周，主要结合具体实例向实验班08G1和08G2的学生进行词汇短语知识的教学，向学生灌输自觉运用词汇短语的意识，引导他们积极利用听力录音及对应的文字材料、课本和其他各种接触到的英语材料进行词汇短语的学习和操练，以便巩固并强化学习和使用词汇短语的意识。同时我们也很注意学生的语音训练。在08G1和08G2组的学生中进行了语音训练，训练的重点在于识别和产出正确的语调群；尤其注意引导学生通过辨别并明确说话者所使用的语调线索来理解语调的隐含意思以及了解说话者意图。08G3对照班则只接受常规听力教学，并没有加进词汇短语教学和相应的训练。之后又对实验班和对照班进行了听力测试，并对实验班进行了问卷调查。我们对收集到的数据进行了分析，结果显示：(1)词汇短语教学有助于提高受试者的听力理解成绩。实验班的听力后测成绩显著高于对照班。(2)受试者的听力理解过程得到一定的改善。实验班学生较普遍地认为词汇短语教学有助于提高听力理解速度、减轻短时记忆负担，也有助于把握句子和语篇的内容要点。(3)受试者普遍认识到英语听力材料中存在大量词汇短语，开始表现出在听力材料和听力活动中有了学习词汇短语的意识。第二阶段也为期10周。在这阶段的前5周，我们对学习者实施阅读训练。这期间，我们对08G1组的学生进行一些有关英语语篇修辞结构(例如记叙文，议论文或者说明文)以及篇章匹配策略(text-mapping strategies)知识的讲授，后5周教师布置学习者相关的阅读任务。篇章匹配策略指的是能把语篇中的重要信息和内容有效识别并能够正确表达出这些信息之间的关系。学习者接受的培训和练习是依据1975年Meyer所提出的“高层次修辞结构”模式(top-level rhetorical structures)。按照要求学生不仅要能辨认出所给材料的语篇类型，更重要的是他们必须能够理顺语篇内容的关系和层次，比如按时间或者空间顺序叙述、比较(对比)、议论、因果论证或是一般景象描写，以及可能出现的句法特征以及这些特征形成的句法块。因此教师应该培训学生熟悉不同的语篇修辞结构及其特点，使他们在先前已有的知识中建立起结构图式，同时教会学生在听力理解过程中激活这些图式的方法和策略(Carrell，1988)。08G2和08G3的教学方式分别保持和第一阶段的一样。一段时间之后，我们对3个实验组进行阶段测试。各个采用同样的测试模式，即：给每组学生放一段专业讲座的内容节选语音材料，并要求学生所记录的内容写出听力材料的梗概。每次测试所使用的题目和内容都不同，但难度大致相当。实验结果发现受到过专门语篇结构训练的08G1要比其它两组完成情况较好。通过两次对比实验，我们可以得出一个结论：语音语调的训练结合话语中的语篇模式特征（尤其是语块中的语音特征）的运用，可以有效地解决第二语言习得听力理解过程中的短时记忆瓶颈问题。

This thesis attempts to find a most efficient approach to the bottleneck of the short term memory in l2 listening comprehension. It provides a comparison between the phonetic and intonation training and the training in lexical chunks and discourse organizing structures with regard to their respective influences on the improvement of learners’ listening comprehension. At the same time, we attempt to apply a new method to teaching listening by training strategic reading to improve learners’ listening comprehension. Based on the fact that intonation can reflect the characteristics of the discourse structure or organization, learners must be trained specifically to learn to recognize the content and structures of the spoken discourse by the clues of intonation and pronunciation. In addition they would also be trained and implemented for some high-level cognitive strategies for listening comprehension so as to improve their listening strategy and their capability of discourse information processing. There are altogether 95 students involved in the experiments. They are randomly divided into three groups: 08G1 and 08G2（experimental classes）and 08G3 （controlled class）. Before the experiments starts, they have been tested respectively. The experiment is consisted of two stages: the first stage lasted for 10 weeks during which 08G1 and 08G2 students were not only informed about knowledge of lexical chunks, but also given lots of exercises to enhance and strengthen the knowledge that they have had previously learned. The teacher would intentionally train the students to listen with lexical chunks strategy. At the same time the subjects in the experimental groups would also be trained phonetically, especially trained to comprehend the spoken language and its implication through the intonation clues. But the students in 08G3 would be instructed with the average method and trained routinely without knowing any knowledge of the lexical chunks. At the end of the first stage, the 3 groups of students were given a listening test and the experimental groups were asked to complete a questionnaire. We used SPSS 13.0 to have an analysis on the data collected from the scores of the test. Analysis shows that application of lexical chunks can facilitate their listening comprehension and can help them with the understanding of key points and structures. The second stage also lasted for 10 weeks. During the 10 weeks, subjects in 08G1 were taught about English contextual rhetorical structures (for example narrative and argumentative writings) and knowledge about text-mapping strategies. And they were required to do some relative reading tasks. Text-mapping strategies refer to get the most important information from a context and demonstrate the relationship between each element or contents. What was taught in the class of 08G1 was top-level rhetorical structures established by Meyer (1975). The model demands students not only to know the hierarchy of the contents of the context but also the prototype or organizing structures. Therefore teachers should train the students to get familiar with the top-level rhetorical structures and its characters so that students could make use of their prior knowledge to establish a proper schema; and teachers should instruct the students how to use suitable strategies and methods to activate those schemas while they were listening. In this stage the teaching methods for 08G2 and 08G3 remain the same way they were taught in the first stage. At the end of the second stage 3 groups will be tested again. They were required to listen to an excerpt of a short lecture and finish the task as designed. The listening materials for their tests were different but of the same level. From the data and analysis by SPSS, we found that 08G1 specially trained in syntactic chunks did much better than the other 2 groups. From the experiments and their results, a conclusion has been reached that phonetic and intonation training together with training of utilizing the phonetic characteristics of contextual structures (especially syntactic chunks) can be a strategic and most efficient solution to the bottleneck of the short-term memory in L2 listening comprehension.