The Application of Pictures in English Listening Comprehension in Primary School.docx

The Application of Pictures in English Listening Comprehension in Primary School.docx

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TheApplicationofPicturesinEnglishListeningComprehensioninPrimarySchool

TheApplicationofPicturesinEnglishListeningComprehensioninPrimarySchool

Abstract

Inrecentyears,listeningcomprehensionhasreceivedincreasingrecognitionasalanguageskillthatoughttoberesearchedandtaughtinitsownright.Inoureverydaycommunicationtime,listeningtakesupasmuchas50%.Butintheforeignlanguage'slearningprocess,peoplegenerallyfeelthatitisdifficulttofosterandimproveone'slisteningability.Thus,itisurgentforusEnglishteacherstosearchforeffectivewaysinteachinglisteningcomprehension,helpthestudentsimprovetheirlisteningabilityfromtheverybeginningofstudyingEnglish.ThispaperwilltrytofindanewwayofusingpicturesinteachingEnglishlisteningcomprehensioninordertohelpthestudentsimprovetheirlisteningability.

Keywords:

　Englishlisteningpictureproblem

摘要

近年来，英语听力能力作为一种应该有自己独特的研究与教授方法的语言能力，受到了人们越来越多地关注。

在我们的日常语言交际中，听力占据了多达百分之五十的部分。

然而，在外语学习过程当中，人们普遍认为夯实与提高英语听力理解能力是十分困难的。

因此，作为小学英语教师，寻求一种合理有效的听力教学方法在英语学习之初就帮助学生夯实英语听力能力，是我们当前面临的一项急迫而艰巨的任务。

在这篇文章中，我试图找到一种把图片更加有效的应用于英语听力教学的方法，进而达到提高学生英语听力水平的目的。

关键词：

英语听力图片问题

Introduction

Listeningtakesupasmuchas50%ofoureverydaycommunicationtime.Itisamainchannelofclassroomintroduction.Inrecentyears,listeningcomprehensionhasreceivedincreasingrecognitionasalanguageskillthatoughttoberesearchedandtaughtinitsownright.Manylanguageteachersgiveitasystematicattentionandlisteningactivitiesarenowcentraltomanylanguageteachingcoursebooks.

Animportantskillasitis,listeningisprobablythemostdifficultonetolearnandteach.Teachershavethechallengingtaskofhelpingstudentsimprovetheirabilityinalanguageskillforcommunicationthatislargelyunobservable.

Accordingtothemoderneducationtheory,listeningisnolongerareceptiveskillasitusedto,ithasalreadybecomeanactiveandpurposefulskillforcommunication.Thetaskoflisteningteachingcomprehensionistohelpstudentsunderstandtheauthenticmaterialsinthereal—lifelisteningcommunicativesituationssuccessfullyandabletograsptheeffectiveinformation,thusachievetheiraimofcommunication.

Inmany,perhapsmost,casesthelistenerisrequiredtogivesomekindofovert,immediateresponsetowhathasbeensaid.Thismaybeverbal（theanswertoaquestion,forinstance）ornonverbal（actioninaccordance,withinstructionsoranodofthehead,forexample）.Evenlectureororatorgetssomesortoffeedbackfromhisaudienceintheformoffacialexpression,eye—contactinterruptions,note-taking.Onlyifthemessageiscomingviaelectronicequipmentwhenthespeakerisneitherphysicallypresentnoraddressinghimselftothelistenerasanindividual,isnoovertresponseusuallyrequiredorforthcoming.

Yetmanyclassroomlisteningcomprehensionexercisesdemandnoresponseuntiltheendoffairlylongstretchesofspeech,sothatwhenitcomesthisresponseisverylargelyatestofmemoryratherthanofcomprehension.Occasionallyexerciseslikethese,andothersthatdemandnoovertresponseatallcertainlyhavetheirplace,butonthewholelisteningtaskshould,Ifeel,bebasedonshort,activeresponsesoccurringduring,orbetweenpartsof,thelisteningpassageratherthanattheend.

AsEnglishteachers,itisurgentforustotryourbesttofindouttherightwaystohelpthestudentsimprovetheirlisteningabilityaswellastheirEnglishlevel.

1.TheoryBackground

Listeningcomprehensionisareallycomplicatedprocessofinformationorganization.Inordertobetterinstructourlisteningteachingpractice,weneedtolearnaboutrelatedtheoriesonlisteningcomprehensionatfirst.

1.1Psychology

Accordingtodifferentsourcesofstimulation,thefeelingcanbedividedintoexternalandinternalsenseoffeelings.Externalsensoryincludevision,hearing,smell,tasteandskinsense.Differentsenseoffeelingshaveacertainkindofinfluenceoneachother,thatis,thesensitivityofacertainstimuluswillchangewiththechangesofstimulusotherreceptorsreceive.

1.1.1.Intuitionalinstruction

Inaccordancewiththelawsofperception,wecanknow,intheteachingprocess,especiallywithprimaryschoolstudents,intuitionalinstructionisthebestwaythatwecanuse.Teacherscanprovidesomeentitiesorthespecimensofmaternalobjects,candosomedemonstrationexperiments,ororganizesomeeducationalexcursions,sothatstudentscanunderstandthethingsmorevividly.TeacherscanalsoprovideSensedatatosimulatethephysicalimageonpurpose,suchaspictures,charts,slidesandsoon.Weshouldunderstandthatalthoughthereisnotimeandspacelimitsforwords,itisnotasgoodasrealobjectsandpictures,astheyaremoreattractive,especiallyforlittlepupils.Ifspeechistheonlyteachingformofaclass,itwillbetoomonotonous,anditwillbetoodifficulttomakeprimaryschoolstudentsfocusontheteachingmaterialsforthewholeclasstime.Iftheteacherscanorganizetheteachingmaterialsbasedontheteachingcontentandthecharacteristicsofthestudents’ages,andmakeagoodcombinationofspeechandentities,thenthestudentscanunderstandtheacknowledgemoreaccurately.

1.1.2.Enablestudentstouseofawiderangeofsensestofeeltheobjects

Ifthestudentcanuseavarietyofsensestounderstandanobject,thenavarietyofsensoryinformationwillbedeliveredtothebrain,andthuscangainacomprehensiveunderstandingoftheobject.Astudyshowsthatonly15%ofalloftheinformationcanberememberedjustthroughlistening,25%canbeidentifiedjustthroughseeing,butwhencombinedtogether,itcanbereachedupto64%.

1.2Secondlanguagelearning

Visualshaveanimportantfunctionasaidstolearning,simplybecausetheyattractstudents'attentionandhelpandencouragethemtofocusonthesubjectinhand.Itisrelativelydifficulttoconcentrateonspokenmaterialthatisheard"blind",fareasierifthereissomethingrelevanttolookat.Ifthissomethingisconspicuous,colorful,humorous,dramaticorinmotion--somuchthebetter:

strikingandstimulatingvisualagesarelikelytoheightenstudents'motivationandconcentration.Theteachercanbeherownvisualaid,ofcourse,byactingormiming.

Visuals--basedexercisesareinterestingtodoandpotentiallyverydefective.

Picture-basedactivitiesaresuitableonthewholeforyoungerlearners.Picturesusedshouldbeclearrepresentationsofsubjects,peopleandsceneswhosedescriptionismoreorlesswithinthelexicalrangeoftheclass.Theyshouldincludeenoughdetailandvariationtoallowforplentyofdescriptionandimaginativeelaboration.Black-and-whitecarton-typesketchesarebestastheyareusuallyveryclearandeasilyreproduced.

Over-detailedpicturesareconfusinganddifficulttoscan,facedwithcomplicatedpictures,studentwillhavetospendsomeminutesworkingoutwhatitallmeansbeforetheycanevenbegintothinaboutlistening,andwillalsobedelayedduringthelisteningpassageitselffoundingtheirwayaboutthematerialinordertomakeappropriateresponses.

Over-elaboratevisualsoccurfrequentlyinpublishedtask-centeredlisteningexercises.Theteacherisadvisedtocheckthispointcarefullybeforepresentingsuchexercisesinclass.

2ExistingProblemsinEnglishListeningTeaching

2.1LowsatisfactionwithEnglishlisteningteachingclasses

AccordingtoaresearchmadebyaEnglishteacherrecently,wecanknowthat:

studentsarenotreallysatisfiedwiththeEnglishlisteningteachingclasses,only43.2%arereallysatisfiedorsatisfiedwiththeirEnglishlisteningteachingclass,78.4%ofthestudentsthinkthatEnglishlisteningisdifficultorverydifficult;44.35%havestronginterestsinEnglishlistening,and55.7%saytheyhavenointerestsinit,whichis11.35%higherthantheamountofstudentswhoisinterestedinEnglishlistening.FromthiswecanknowthattheredoexistssomethingthatshouldbeaffirmedinEnglishListeningTeaching,buttherearestillsomequiteseriousproblemsthatwaitingforustosolve.

2.2Lackingofusingvariousteachingresourcesandmethods

Astotheteachingresourcesandteachingmethods,inEnglishlisteningclasses,thereisalmostnoteacherswhohavemadefulluseoftheexistingaudio-visualequipmentorteachingtechniquesorothermeans,etc.inmostListeningtrainingclasses,thetaperecordersisthemainequipmenttheteachersuse,andonly4.55%ofthestudentssaytheirteacherseverusedpicturesintheirlisteningclasses,and11.36%ofthestudentssaytheirteachersusedtodrawsomesimplepicturesintheirclasses,almostnoothermeans,suchaslanguagelaboratories,computers,slides,filmandsoon,haveeverbeenusedinEnglishlisteningteachingclasses.

However,wealmosthaveallofthenewlanguageknowledgeacquiredthroughthevisualchannel.Scientificresearchshowsthat:

"onecanacquireabout83%ofknowledgethroughthevisualsense,11%hearing,1%taste,1.5%touch,andabout3.5%fromthesenseofsmell."Audio-visualeducationalsurveymadeinFranceshowsthatonly15%ofalloftheinformationcanberememberedjustthroughlistening,25%canbeidentifiedjustthroughseeing,butwhencombinedtogether,itcanbereachedupto64%.

2.3barriersonpsychologicalfactors

Itisveryimportantofstudentstohaveagoodstatewhilelistening.Studentsshouldgetclearthatlisteningisthefirststepofanylanguagelearning,theyshouldpaymoreattentiontolearnitwellattheverybeginning.

Theprocessoflisteningcomprehensionisaverycomplicatedpsychologicalone.Linguiststellusthatitiseas