如何用邏輯來(lái)提高托福聽力理解力？

聽力的學(xué)習(xí)離不開詞組，一個(gè)一個(gè)地聽單詞只會(huì)詞不達(dá)意，想要抓取關(guān)鍵信息就更加困難。詞和詞組或許能拼湊出大概的意思，但是沒(méi)有結(jié)構(gòu)的句子都只是詞匯與詞組的堆砌，堆到后面記憶混亂。如果能讓單詞成群，詞組成塊，運(yùn)用邏輯，聽力就會(huì)清晰起來(lái)了。這看起來(lái)工作量巨大，但是有意識(shí)地去強(qiáng)化自己這方面的能力，經(jīng)過(guò)一段時(shí)間的練習(xí)之后，大腦便會(huì)自動(dòng)對(duì)聽力的句子進(jìn)行切分，快速并準(zhǔn)確地理解。

1. 詞組，包括固定搭配，表達(dá)和習(xí)語(yǔ)等。
　　以固定搭配為例：
　　TPO4-C2：
　　Student: Not really. I’m worried about other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A. It’s kind of stressing me out, because we are getting close to the deadline and I feel like I’m doing everything for this project。
　　Professor：Ah, the old free-rider problem。
　　Student：Free-rider?
　　Professor：Ah, it’s just a term that describes this situation, when people in the group seek to get the benefits of being in a group without contributing to the work。
　　Q: Why does the professor mention the ‘free-rider’ problem?
　　A. To review a concept he explained in class。
　　B. To give the student a plan to solve her problem。
　　C. To clarify the problem the student is facing。
　　D. To explain a benefit of working in groups。
　　上文中“free rider”這一固定搭配出現(xiàn)了兩遍且有出題，難點(diǎn)有兩個(gè)：1. 沒(méi)注意到這個(gè)單詞，不能定位題目；2. 聽到的是單個(gè)的單詞，不知道詞組的意思。
解題思路：根據(jù)“free rider”位于problem前，和后面再次搭配出現(xiàn)，先判定 “free rider” 是詞組且代指某個(gè)問(wèn)題，我們先用“FR”記下。
　　學(xué)生表達(dá)過(guò)抱怨“I’m worried about other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A。” 這句話可以理解大意是其他人不做事。
　　老師再次解釋“it’s just a term that describes this situation, when people in the group seek to get the benefits of being in a group without contributing to the work。” 重申解釋“term”，并且強(qiáng)調(diào)不為小組做貢獻(xiàn)。
　　結(jié)合上下文，“free rider”就是搭便車者或不勞而獲的人。
　　這樣想來(lái)，其實(shí)我們?cè)诼犨@一段的時(shí)候，如果思路一直是跟著對(duì)話進(jìn)行下去的，那我們也一直在等老師解釋單詞。這樣呢，我們就會(huì)很快選出老師在給學(xué)生闡述這種現(xiàn)象的問(wèn)題，答案選C。

2. 句子：簡(jiǎn)單句或長(zhǎng)難句，許多都有固定的結(jié)構(gòu)和邏輯關(guān)系，如果能切塊進(jìn)行處理預(yù)測(cè)，能提高聽力效率。
　　TPO4-L4：
　　And as far as the public goes, well…there are about as many individuals who disagree with the government support as there are those who agree. In fact, with artists in particular, you have lots of artists who support and who have benefited from this agency, although it seems that just as many artists oppose a government agency being involved in the arts, for many different reasons, reasons like they don’t want the government to control what they create。
　　Q: What does the professor say about artists’ opinions of government support for the arts?
　　A. Most artists believe that the government should provide more funding for the art
　　B. Most artists approve of the ways in which the government supports the arts。
　　C. Even artists do not agree on whether the government should support the arts。
　　D. Even artists have a low opinion of government support for the arts。
　　“There are about as many individuals who disagree with the government support as there are those who agree。” 這句話中有很明顯的搭配as many...as，在聽到as many individuals who disagree with the government support，是不是能預(yù)測(cè)到“agree” 的內(nèi)容？
　　同理，“You have lots of artists who support and who have benefited from this agency, although it seems that just as many artists oppose a government agency being involved in the arts, for many different reasons, reasons like they don’t want the government to control what they create。” 這句話中用的邏輯詞是“although”，讓步前的內(nèi)容比較簡(jiǎn)單，藝術(shù)家支持及原因，“although”出現(xiàn)時(shí)基本判斷后面的內(nèi)容是反對(duì)，準(zhǔn)確聽出”oppose”(此處有連讀artists -oppose，很多同學(xué)會(huì)聽成suppose。最后還有原因解釋--“reasons like they don’t want the government to control what they create。”說(shuō)明是不愿意支持的，也能選出選項(xiàng)C。

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