How to Improve Students Listening Capacity in Middle SchoolsWord下载.docx

How to Improve Students Listening Capacity in Middle SchoolsWord下载.docx

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3Theprinciplesoflisteningtraining.............................................................................2

3.1Focusingontheprocess......................................................................................2

3.2Combinationoflisteningwithspeaking............................................................2

3.3Focusingoncomprehendingmeaning...............................................................2

3.4Up-gradingofdifficultlevels.............................................................................3

4Thefactorsforstudents’poorlistening..................................................................3

4.1Teachers’factors................................................................................................3

4.2Students’factors.................................................................................................4

4.2.1Phoneticsandphonologyfactor...............................................................4

4.2.2VocabularyandGrammarfactor..............................................................4

4.2.3Listeninghabits........................................................................................5

4.2.4Backgroundknowledgeandwayofthinking...........................................5

4.2.5Speedofthespeaker.................................................................................5

4.2.6Psychologicalfactor................................................................................5

4.3Environmentfactor..............................................................................................6

5Howtoimprovestudents’listeningability...............................................................6

5.1Theteachingaspect............................................................................................7

5.1.1Improvementofteachers’generalability.............................................6

5.1.2Developmentofstudents’interestinEnglishlistening........................7

5.1.3Designofthepre-listening,while-listeningandpost-listening.................7

5.2Thestudentsaspect..............................................................................................7

5.2.1Improvementofstudents’pronunciation................................................8

5.2.2Enhancementofstudents’vocabularyandgrammar..............................8

5.2.3Developingagoodlisteninghabit.............................................................8

5.2.4Enlargingknowledgeandwideningthewayofthinking..........................9

5.2.5Fasteninglisteningspeedgraduallyandpracticingshorthandnote-making........................................................................................................9

5.2.6Developingagoodstateofmindandtrainingtheabilityofprediction.10

5.3Theenvironmentaspect...................................................................................10

6Conclusion................................................................................................................10

Bibliography.................................................................................................................12

Acknowledgments........................................................................................................13

ABSTRACT

Listeningisakindofcomprehensivecompetence.Asaformoflanguageactivity,itplaysanimportantpartinhumancognitiveactivities.Itshouldbeintegratedwithspeaking,readingandwritingskills.Meanwhile,listeningisarelativelydifficultskillforthestudents.ThenewEnglishcurriculumstandardissuedbytheEducationMinistrystressestheimportanceofimprovingthemiddleschoolstudents’listeningabilityastheproblemofthestudents’poorEnglishlisteningisbecomingmoreandmoreseriousinChina.ThispaperprobesintothecurrentsituationofEnglishlisteningteachinginmiddleschoolsandproblemsexistinginit，introducessomeprinciplesoflisteningtraining,analyzesthefactorswhichinfluencestudents’listeningcomprehension,suchaspronunciation,backgroundknowledge,grammar,speed,listeninghabitandpsychologicalfactor.Thispaperalsoproposeseffectivewaystohelpimprovestudents’listeningcapacity,suchasconsolidatingofgrammarknowledge,enlargingvocabularyandwideningthewayofthinking,forminggoodhabitoflisteningandsoon.

Keywords:

Listening;

cognitiveactivities;

improve;

comprehension;

factors;

effectiveways

摘要

听力是一项综合性较强的技能,它作为一项语言行为在人类的感知行为中起着重要作用。

应与说、读、写三项技能综合起来。

同时，听力技能对于英语学习者来说是相对困难的一项技能。

学生听力差的问题变得越来越严重，因此教育部发布的新英语课程标准明确强调了提高中学生听力的重要性。

本文探讨了当前的中学听力教学现状以及存在的问题，介绍了一些听力训练原则，分析了影响听力理解的一些因素，如：

发音、背景知识、语法、语速、听力习惯以及心理因素。

本文还给出了一些提高听力的有效途径，如：

巩固语法知识、扩大词汇量、开拓思维、养成良好的听力习惯等。

关键词：

听力；

感知行为；

提高；

综合理解；

因素；

有效途径

1.Introduction

Asworldwidecommercialactivitiesincrease,itisbecomingmoreandmoreimportanttounderstandandmasterEnglishinmanysituations,suchasface-to-face,onthetelephone,inbusinessmeetings,lectures,speeches,televisionandsoon.SoEnglisheducationbecomesanecessity.WehavetoadmitthatEnglish,atoolforcommunication,hasaprofoundinfluenceonthestudents’futuredevelopment.

Itistruethatlistening,speaking,reading,andwritingarefourbasicskillsinEnglishteachingandlearning.InthefourskillsofEnglish,listeningisthebasic,andthemostimportantone.However,students’poorlisteningproblemhasbeencompoundedinrecentyears.Wehavetofacetheproblemandfindeffectivesolutionstoit.

2.ThecurrentsituationofEnglishlisteningteachinginmiddleschools

Imaginewhatwillhappenifwecan’tfollowwhatotherssaywhilewemustmakesomeresponsetoitduringaconversation?

Itisthemostimportantthatweshouldunderstandwhatpeoplesaybeforewegiveanyproperresponse.Listeningcomesfirst.

2.1Theimportanceoflistening

Asweknow,listeningisanessentialpartofthecommunicationprocess.Listeningisthefirstlanguagemodethatchildrenacquire.Itprovidesafoundationforallaspectsoflanguageandcognitivedevelopment,anditplaysalife-longroleintheprocessesoflearningandcommunication.AccordingtoRiversstudyindications,listeningoccupies45%ofthewholesocialinteractions.Andsomestatisticsshowthatnearly50%ofthestudentsregardlisteningcomprehensionasthemostdifficultpartamongallkindsofexaminations.

2.2Theproblemexitinginlisteningteaching

Inmiddleschoollisteningteaching,mostofthelisteningmaterialsusedinclassareinvariablyshortstories,dialoguesandshorttalkswhicharepre-written,well-preparedandwelltape-recorded.Thepronunciationofthiskindoflisteningmaterialisusuallyclearandstandard.Thespeedisslowerthannormal,andthelanguagetendstoberegular,completeandformal.However,thesekindsofmaterialslacktheauthenticityofdailyconversation,spontaneityofspokenlanguage,suchashesitations,self-corrections,irregularitiesandotherlinguisticfeaturesofspokenlanguage.Furthermore,inclasstheteacherusuallyconcentratesontheteachingofunderstandingsegmentsofthelanguageinatextratherthananoverallcomprehensionofamessage,whichhinderslisteningcomprehensionandthedevelopmentofcommunicativecompetence.

3.Theprinciplesoflisteningtraining

Ascientificlisteningtrainingdesignundoubtedlywillbenefitstudents’listening.Teachersshouldkeepthefollowingprinciplesintheirmindwhentheycarryoutthetrainingpractice.

3.1Focusingontheprocess

Theskillsoflisteningandreadingareoftenthoughtofaspassiveskills.However,inreality,theyarenotatallpassive,peoplemustdomanythingstoinputandprocesstheinformationtheyarelistening.Firsttheyhavetolistentowhatisbeingsaid,thentheyhavetopayattention,andconstructameaningfulmessageintheirmind.Wealsoknowthatifwedonothaveenoughpreviousknowledgeofwhatisbeingsaid,itismoredifficulttomakesenseofwhatisbeingsaid,solisteningisasactiveaskillasspeaking.Itissimplymoredifficultforteacherstojudgehowwellthestudentscomprehendthemessage.Soitisveryimportanttohavesometestswhichcanshowhowwellthestudentshavecomprehendedthelisteningmaterial.

3.2Combinationoflisteningwithspeaking.

Itisalsoimportanttodevelopspeakingandlisteningskillstogether,becausemostofthetimeinreallifethesetwoskillsareneededatthesametime.Inthetraditionallisteningclassroom,studentslistentotapeswithheadphonesandthenanswerlisteningcomprehensionquestions.

3.3Focusingoncomprehendingmeaning

Anotherproblemwithmanylisteningexercisesintraditionaltextbooksisthattheymainlytextstudents’memorycapacity,nottheirlisteningcomprehension.Itisimportanttodesigntasksthatdonotasklearnerstorememberdetailsthattheywouldnotevenrememberintheirnativelanguage.Infact,psycholin