学习商务英语的人都知道商务英语的听力跟其它一般听力有很大的区别，为什么呢！商务英语听力一般都是比较的快，而且连贯性非常的好，可以说商务英语听力里面肯定包含很多的生活交际词汇以及商业词汇，如何提高自己的商务英语听力水平呢！下面爱德华国际英语学校老师来为大家分享下提交商务英语听力能力的方法，商务英语听力在商务英语的学习过程总占据着核心的位置。学好商务英语听力，对提高学生的英语水平很有帮助。以下爱德华国际英语商务英语学校老师主要从下面几点来分享下如何提高自己商务英语听力能力。

Learning business English people know the business English listening has the very big difference with other general listening, why! Business English listening are generally more quickly, and consistency is very good, can say the business English listening there must contain a lot of life communicative vocabulary and business vocabulary, how to improve the level of business English listening his! The collar of the Guangzhou Business English training school teacher for the method of share submit business English listening ability in Business English, business English listening learning process always occupies the key position. To learn business English listening, very helpful to improve the students' English level. The collar of business English teachers mainly from the following several points to share how to improve their business English listening ability.

听力作为语言的第一功能在对外交流活动中已成为第一需要。而听说往往又是我国外语学习者的弱项和难项。因此，对商务英语专业学生而言，听说能力应首先突破。过去传统的教学方法已由听、说、 读、 写全面发展的新型教学模式所取代，使听力课成为专业的主干课程。听力教学占有重要地位。 在听、 说、 读、 写四项基本技能中，突破听力这个难关不仅有助于其它单项技能的训练，同时也可为培养学生的商务英语交际能力奠定一个良好的基础。

The first function as a language has become the first need in foreign exchange activities. And that often is a Chinese foreign language learners and difficult to study. Therefore, the business English majors, listening and speaking ability should be the first to break through. In the past the traditional teaching method by listening, say, read, write a new teaching mode of comprehensive development are replaced, the listening class become the major professional courses. Listening teaching plays a very important role. Listen, say, read, write in the four basic skills of listening, break through this difficulty is not only helpful to other individual skills training, but also can lay a good foundation for the cultivation of students' communicative ability in business english.
　　

一、 听力理解的障碍及解决方法（ Listening Comprehension Barriers and Solutions）
　　

商务英语教学中，听力是一门难度较大的课程，它要求学生词汇量大，知识面广，发音准确，反应能力快等，也就是说，它与精读，泛读，语法和语音等方面的基础知识有着极为密切的关系。如果理解能力差，语法概念模糊，基本词汇量少，发音不准确等，都将大大影响听力水平的提高，反之，这些方面有了较扎实的基础，要提高听力水平就不难了。学生在进行听力训练的过程中，会感到很困难，并在很长一段时间内都没有明显的效果，那么影响学生听力理解的因素有哪些呢？学生在听力理解的过程中有哪些障碍呢？笔者在几年的教学实践中感到，听力过程中的障碍无非来自两个方面：一个来自听力材料本身；另一个来自听者以及听者的状态。

In the teaching of business English course, listening is difficult, it requires the students to the vocabulary is big, broad knowledge, accurate pronunciation, fast reaction ability, that is to say, it and intensive reading, extensive reading, basic knowledge of grammar and pronunciation, have extremely close relation. If the poor understanding ability, the concept of fuzzy basic grammar, vocabulary, pronunciation is not accurate, will greatly affect the improvement of listening proficiency, on the other hand, these aspects have been relatively solid foundation, to raise the level of hearing is not difficult. The students in the process of listening training, will be very difficult, and in a very long period of time had no effect, then the factors affecting the students' listening comprehension of what? The students what are the obstacles in the process of listening comprehension? The author feels in several years' teaching practice, listening obstacles in the process of it from two aspects: one from the listening material itself; another is from the listener and listener state.

首先，有的听力材料语速快，输出量大，而且其中包括一些连读、 失去爆破、 音的同化等语音现象，听力内容所涉及到的知识范围与听者的文化水平和兴趣范围相距太大，这些都加强了听力材料的难度。对于这样难度较大的题材，鉴于学生的水平，事先给学生一定的准备。如事先让学生对练习进行研习，以便对文章的基本大意有所了解；听之前，解释文中将出现的生词；或是将文章的主要意思介绍一下；或介绍一下有关的文化背景知识以及训练的焦点，即要求学生听的时侯把注意力集中在什么上。

First of all, some listening materials speed fast, large volume of output, but also including some liaison, loss of blasting, sound assimilation voice phenomenon, the scope of knowledge and listener listening content relates to the cultural level and range of interests are far too high, which strengthened the difficulty of listening materials. The theme of this difficult, given the level of the students, give students some preparations in advance. E.g. let students study of practice, in order to understand the basic idea; before you listen, explain the new words; or is the main meaning of the article introduce; or introduce the related background knowledge and training focus, that is to study what time to focus on what.　　

突破自身的缺憾：（Break its own shortcomings:）
　　

第一，有的学生缺少语音学方面的知识，对各种音变如音的同化，失去爆破，连续等规则以及节奏和语调变化的规律等知识了解不多。针对这方面
的问题，除讲解有关知识外，还要鼓励学生多看一些语音学方面的书，以弥补这方面的不足。

First, some students lack the knowledge on phonetics, loss of blasting on various sound as sound assimilation, continuous, not many rules and rhythm and intonation variation knowledge. According to thisThe problem, in addition to explain the relevant knowledge, but also to encourage students to read some books on phonetics, to compensate for the lack of this.
　　

第二，缺乏背景知识对理解也是一个很大的障碍。有时学生因对英语国家人们的生活、 工作、 行为规范、 风俗、 文化等没有足够的了解，而无法理解所听到的内容。这时教师要讲解听力材料中所涉及到的背景知识，并引导学生将这一文化与汉民族文化进行对比，从中找出差异所在，这样做可以增强学生对文化差异的敏感性，为听力理解铺平道路。还应要求学生课下大量阅读，以便更多、 更深刻地了解英语国家的历史、 地理、 风土人情和生活习惯等方面的知识。

Second, the lack of background knowledge to understand is a big obstacle. Sometimes students due to the English National People's life, work, behavior norms, customs, culture is not enough to understand, but can not understand what you hear. The teachers should be involved in the listening material on the background knowledge, and guide students to compare the culture and the Han nationality culture, find out the differences, which enhance their sensitivity to cultural differences, paving the way for listening comprehension. Also should require students to read a lot, so that more, more profound understanding of English national history, geography, local customs and practices and habits and other aspects of knowledge.
　　

第三，有的学生听起来困难是因为养成了一种边听边翻译的习惯。但是在实际听的过程中，听者无法控制说话者的语速，他必须在极短的时间内把握说话者的意思并作出相应的反应，因此时间上的限制容不得任何形式的翻译，因此学生一定要养成用语直接思维的习惯。实践表明，平时多听英语，甚至多背几首英语诗歌，多唱几支英语歌曲，对于培养外语思维都是很有帮助的。而且不能让学生听语速过慢的材料，因为语速过慢就为头脑中进行翻译提供了时间上的可能性，从而养成一种翻译工的思维习惯。

Third, some students may sound difficult because developed a listen translation habits. But in the actual process of listening, the listener can not control the speaker's speech, and he must grasp the meaning of the speaker in a very short period of time tomakecorresponding response, so the time limit for any form of translation, so students must cultivate the habit of thinking in terms of direct. Practice shows that, usually listen to English, even more back a few English poems, sing some English songs, are useful for the training of foreign language thinking. And not to let the students listen to the speed too slow, because the speed too slow for the mind of translation provides the possibility of time, so as to form a kind of translation work habits of thinking.　　

第四，还有一些学生听力困难是记忆力差造成的，而且它的影响最为突出。这常常是因为他们在句子从记忆中消失之前，不能及时地想出他们所知道的词之间的意义关系，以找到表示这些意义关系的语法特征。课堂时间教师把要解释的材料展示几遍，比如重放录音。

Fourth, some students' listening difficulties are caused by poor memory, and its influence is most prominent. This is often because they fade from memory in the sentence, can't think they know the meaning of the word, in order to find the relationship between grammatical meaning representation. Class teachers to explain material show several times, for example, play the tape.

第一次听时，要求学生记下或勾出他们所能理解的词，然后设法找出它们可能有的相互关系。第二次听时，这些部分的理解可以根据录音检查其是否完整。对于这样的学生则要课上课下反复操练，以刺激其反应能力。

At the first time listening, ask students to write or draw what they can understand the word, then try to find their possible relationship. Second, these parts can be understood according to check whether the complete recordings. For such students to class practice, to stimulate the reaction ability.
　　

第五，另有一部分学生听不懂是由于心理上的障碍。这样的学生中一些是由于精神紧张，容易疲劳而无法集中注意力，在这种情况下，师生都不能急躁，设法消除学生的恐惧、畏难情绪，告诉他们听不懂是情理之中的事，即使英语国家中的人们在日常生活的交流中也不见得对讲话人的每一句话都有透彻的理解，从而努力创造一种精力高度集中，气氛热烈，无拘无束的良好学习气氛。在一般情况下，记忆效果上午比下午好，凉爽比炎热好，正常状态比疲倦好，每次安排一课时比两课时好。 另外听力课整个输出传递过程都受学生心理因素控制，只有在学生愿意接受信息的前提下，才能达到教学目的。因此做好思想工作，使学生精力集中，增强自信心，是十分必要的。

Fifth, some students don't understand is the psychological barrier. Such students in some is due to mental stress, fatigue and unable to concentrate, in this case, both teachers and students can not be impatient, try to eliminate their fear, fear of difficulty, tell them don't understand is what makes sense, even if the people in English speaking countries are not necessarily in daily life in exchange for each word of the speaker has a thorough understanding of, and strive to create a focus, a warm atmosphere, remain free of good learning atmosphere. In general, the memory effect in the morning than in the afternoon, cooler than normal state than hot, tired, always arrange a class than two hours. In addition to listening class the whole output transfer process are controlled by the psychological factors of college students, only in the premise of students willing to accept information, in order to achieve the goal of teaching. So do ideological work, to enable students to concentrate, enhance self-confidence, it is necessary to.

二、 听力技能的培养：（Training of listening skills:）

首先，掌握略去不重要的词及猜测词义的技巧。大部分常用词在孤立状态下词义是多种的，只有在具体的句子中才能判断其具体含义，同时有些词对理解整个句子并不重要。因此不要逐词去听而要逐句去听，对个别不太理解的单词或短语要敢于跳过去，不要使听的过程中断。教师必须安排猜测词义的训练，把学生从精读课的背记单词中解放出来，学生一旦尝到猜测词义的甜头就会把听的重点放在获取完整信息上。
　　

First, grasp the omitted important words and word guessing skills. The most commonly used words in isolation is various, only in specific sentences to judge its specific meaning, at the same time, some words are not important to understand the whole sentence. Therefore, not word by word to listen and to try to listen to, words or phrases do not too understanding of individual should dare to jump over the past, not to listen to the process. The teacher must arrange to guess the meaning of the training, the students from the intensive reading course back to remember the words of liberation, once students have tasted the sweetness to guess the meaning of the word will be to focus on obtaining complete information.

其次，掌握篇章预测及推断句间关系的技巧。引导学生如何能够把听的重点放在听取信息上，而不再去关心记忆单词和句法分析，还要帮助学生积极预测要听到的内容，这显然会提高听的效率。事实上，一段话语中第一句话就给第二句话限定了范围，这样根据自己的知识和经验就容易预测第二句的语义范围。为了培养预测能力，在听之前要略读听力练习题，然后边听边做练习。为了判断句子引申意义，体会言外之意，推断句间关系，分清指代关系，也要专门练习，这些方面的训练一般也由听力理解练习担当。听力理解练习的形式，经常是回答问题，选择填空等。

Secondly, to master text prediction and infer the relationship between sentences skills. Guide the students to be able to focus on listening to the information, and not to care about memorizing words and syntax analysis, also help students positively predicted to hear, this will obviously improve listening efficiency. In fact, a voice for the first sentence and then to the second word limit range, so according to their own knowledge and experience to predict semantic range second sentences. In order to foster the ability to predict, before listening chamber read listening exercises, then listen and do the exercises. In order to determine the sentence of extended meaning, implication, relationship between inference, distinguish pronouns, have specialized training, the training by the general also listening exercises, bear. Listening comprehension exercise form, often answer questions, multiple choice etc..
　　

再者，听写一般有句子听写和短文听写两种形式，很多学生对此类听力题很头痛，原因是没有掌握好听力的技巧，往往只听到一个或几个词就急于去写，后面的录音就全听不到了。这样听三遍后，也只能记下大部分内容。要解决这一问题，就得在听第一遍时，集中注意力，仔细地去听，基本听懂，在间隔时间内快速记录下来，长单词可写前两三个字母代号或缩写，这样可节省时间，提高听的速度。听第二遍时，可对前一遍听到的内容加以补充、 修改。 第三遍进行检查，注意大小写及标点。总之，听、 说、 读、 写是商务英语教学中四项基 本技能，它们之间的关系相辅相成，听力的提高必将促进其他三者能力的提高， “Practice makes perfect” 只要持之以恒，多听、 多练，听力这个难关一定可以突破

Furthermore, dictation dictation dictation and generally have two kinds of forms, many students on the listening comprehension of a headache, because there is no grasp of good listening skills, often hear only one or a few words to write, behind the recording will not hear. So listen to the three times, also can remember most of the content. To solve this problem, we need to concentrate on listening to the first time,, listen carefully, understand, fast recorded during the interval, long words to write the first two or three letters or initials, this can save time, improve listening speed. Listen to the second times, can be on the front again hear content to be added, modified. Third times to check, note the capitalization and punctuation. In a word, listen, say, read, writing is the four basic skills in the teaching of business English, complementary relationship between them, listening comprehension will promote the other three capabilities, "Practice makes perfect" as long as you persevere, listen more, practice more, hearing this difficulty can certainly break through