AnAnalysisofEnglishListeningTeaching12页word资料.docx

AnAnalysisofEnglishListeningTeaching12页word资料.docx

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AnAnalysisofEnglishListeningTeaching12页word资料

AnAnalysisofEnglishListeningTeaching

　　【Abstract】Alongwithgrowingeconomicglobalizationtendency，Englishasacommunicationtoolpromotestheinternationaltradeandculturalexchange.GoodcommandofEnglishhastheprofoundinfluencetothefuturedevelopmentofthestudents.Themodernlanguageeducationtheorytakestheroleoflisteninginlanguagelearningandlanguageuseveryseriously.Listeningteachingisnotonlyatapeoflanguageteachingbutalsoakindofskilltraining.Listeningisthemostimportantpartamongthefouressentialskillsoflistening，speaking，readingandwriting.Listeningisabasicwaytogetlanguageinformation，andthebasisofincreasingotherabilities.ManyChinesestudentsthinkthatlisteningtestisthehardestpartofalltheexams.Sohowtoimprovelisteningteachingtopromotestudents'EnglishlisteningabilityistheproblemthateachEnglishteacherneedstosolve.Inthisthesis，wefirstlyintroducethepresentsituationofmiddleschoolEnglishlisteningteaching，andpointouttheexistingproblems.Thenwemakeanin-depthdiscussionofhowtodoagoodjobinlisteningteaching，andputforwardsomeeffectivesolvingmeasures.Theteachersallconcernabouthowtoimprovelearners’Englishlisteningabilitysothatlearnerscangetahighscore.DuringtheEnglishteaching，howtheteachersteachlistening，arrangeteachingactivitiesproperly，andhowtheymastervariousskillsoflisteningteachingareveryimportant.

　　1.Introduction

　　ThetraditionalEnglishteachingmodepaysattentiontoimpartknowledgewhileignoringthedevelopmentoftheability.Itpaysattentiontoreadingandwritingbutlooksdowntolistingandspeaking.Sostudents’Englishlearningeffectisnotideal.Wenecessitatethinkingtofindsolutionstounraveltheproblems.Newcurriculumstandardrequiresteacherstodevelopstudents’interestinlearning，toestablishstudents’confidenceinlearning，topayattentiontostudent-centered，andtoteachstudentsthewayoflearning.NewcurriculumstandardsupportsthereformofmiddleschoolEnglishListeningTeaching.Englishlisteningskillisacomprehensiveskillincludingunderstandingability，logicalthinkingcompetence，communicativecompetence，summarizingability.AlotofstudentshavelisteningtroublesinmiddleschoolEnglishListeningTeaching.Therearesomeaspectsthathaveaneffectonlearners'listeningunderstanding.Byanalyzingthesefactors，wecanfindasuitableteachingstrategytoarrivethestandardoflisteningteaching.TheEnglishteachersinMiddleschoolshouldseriouslyexploremodesoflisteningteachingthatorientstudents，improvelearners'listeningcompetenceandincreasetheeducatinglevel.　　2.TheproblemsincurrentEnglishlisteningteaching

　　Listeningisimportantinstudents’Englishlearning.Achildfirstlistensforalongperiodoftimebeforehecantalk，solisteningisextremelyvitalforstudyingaforeignlanguage.Listeningcanpromotestudentslearnlanguage.ListeninghasavitalpositioninthecommunicationofEnglish.Researchshowsthatlisteningaccountsfor45%ofthewholesocialinteractions.Fromthis，wecanobservethatanexcellentlisteningcancontributetoimprovestudents’abilityoflanguagecomprehension.Andaccordingtoresearchdata，nearly50%studentsbelievethatthelisteningexaminationisthehardestoneinalltapesofexaminations.Wehavetoacceptthatthereisnoshortcutinourlife，soastheEnglishstudying.Itdiscoversthattheoriginalinitiativetostudylisteningisveryvital，whichisbenefitforstudentstolearnsuccessfully.Nowlet’slookatourmiddleschools.

　　2.1Singlelisteningteachingmode

　　Foralongtime，manyteachersandstudentsgenerallybelievethatlistenersjustpassiveaccepttheinformationwhiletheyarelistening.Inthelisteningclass，theteacherexplainsthedifficultwordsandkeywordsoflisteningmaterialstothestudentsfirst，andthenplaysthematerials.Studentscompletethetaskaccordingtothecontentstheyhaveheard.Thentheteachergivestherightanswerstolearners.Finallybasingontheperformanceofthetask，theteacherplaysthetapeagainforlearnerstomakeclearthelisteningcontent.Throughouttheprocess，studentslikemachinespassivelyacceptinformationinthelisteningmaterial.Thiskindofteachingmodeisthelisteningabilitytestratherthanteaching.Wemustrealizethatlisteningcomprehensionisamentalworkandaprocessofcomplexpsychologicalactivity.Thisteachingmodeseriouslyinfluencesthechangeofthinkingandthedevelopmentofthinking.Listeningcourseistocultivatestudents’habitsofthinkingthatthinkEnglishasthefirstlanguageratherthantrainstudentstoasimplelisteningandtranslatingmachine.Thiskindofteachingpatterneventuallyleadstobothteachersandstudentstoproducelanguoroflisteningcourseevenaversion.

　　2.2Ignoringtherealaimoflisteningteaching

　　Teachersoftenletstudentsdotheassignmentwhilelistening，

　　andthenverifytheanswertocompletelisteningteaching.Thiskindofteachingfocusesontheexaminationofhearingresultsbutignorestheprocessoflisteningtrainingandtheunderstandingofeffectiveinputandoutput.Thistrainingmethodiseasytoneglecttheslowerstudents，middlelevelstudentsandbelowstudents.　　3.Suggestionstolisteningteaching

　　3.1Stimulatestudents’interest

　　Toattaingoodeducatingoutcomes，itisnecessarytotryhardtocreateafreshandpleasurablelearningatmosphere.Fromtheviewofpersons’psychologicalcharacteristics，interestisthemainpartofcuriosityandthemostdown-to-earthandlivelyfactorinlearningincentive.Forthatreason，wheneducating，teachersmustimportbasedonteachingobjectivescreatively，createaauthenticandattractivelearningsituationsandrelaxedatmosphere，stimulatestudents’curiosity，andgivefullplaytotheirkeennessandcreativitytoenablethemtobeactivelyinvolvedinlearning.

　　3.2Attachimportancetostudents’readingaloud

　　ReadingaloudisanecessarypartofEnglishlisteningteaching.Readingaloudmeanstoreadoutloudlyandclearly，ratherthansilentreadalreadyaccustomedbyindividualsorlowread.Onlyreadingaloudcanmakeone’smemoryofknownwordsmoresolid，particularlyforpreviouslyunfamiliarwords.Readingaloudcangraduallyunitwords’sound，formandmeaninginmind.ItcanalsohelpstudentslearntothinkinEnglishandprevailovertheobstaclesofpsychologicaltranslation.Practicehasdemonstratedthatonewhoisonlyfamiliarwithreadingsilently，andthepursuitoftranslationwordbywordneverhasastronglisteningability.

　　3.3Cultivatestudents’senseofEnglish

　　ThefocusoftheschoolEnglishlisteningteachingistobuildupstudents’senseofthephrase.Wheneducating，teachersshouldputthedevelopmentofthesenseoflanguagefirstly，adheretofollowlanguagepractice，clarify48oftheIPAthoroughly，letstudentslearnaboutthecharacteristicsoftheIPAandrequiringstudentstorecitethevowelsphoneticsymbolsandconsonantsphoneticsymbolsaccordingtothelaw，andfocusonthekeyanddifficultpoints，representandexplainlongandshortvowelsandthenotessimilartoconsonants.Throughexpressionandcontrast，studentscangetasystematicunderstandingofthesefunctionsandlawsoftheInternationalPhoneticAlphabetandrapidlymastercorrectphoneticsoundmark.Inordertomasterthespellingcapabilityandunderstandtheintegralstructureoflanguageinthecommunicativeinformation，westrengthenthesenseofEnglishlanguagebylisteningtothewords.

　　3.4InsistingtoteachinEnglish

　　AskingandansweringquestionsinclassshouldsticktouseEnglish.Intheclass，teachersshouldinsistonaskingquestionsinEnglishandstudentsshouldinsistonansweringinEnglish.GroupdiscussionsandspeakinginturnandotherformsofEnglishdiscussioncanbeordered.Teacherscangiveasummaryoftheerrorsinpronunciationandgrammarerrorsoftencommittedbystudentsandcorrectthemintime，bothtogiveconfidencetostudentstohavecouragetomakemistakes，andtoteachstudentsthewaythatmakefewermistakes.Forsomeoftenusedexpressionsandsentences，teachersshouldaskstudentstotakeholdoftheminclassassoonaspossible，aimingtohelpstudentsdevelopagoodhabittothinkinEnglishandpracticetheirEnglishreactionability.　　3.5Emphasisonthepenetrationofculturalbackgroundknowledge

　　Ifstudentsdonotrecognizethecultureinformationoflanguage，theywillalsofaceobstaclesonthelisteningunderstanding.Forthatreason，teacher’sexplanationofthenationalandculturalbackgroundknowledgeofEnglish-languagecountriesisalsoquiteindispensable.TheaccessoftheEnglish-talkingcountries’culturalcontextshouldincludetheessentialcontentswhichhavehadathoughtfulimpactontheircommunity，suchaslegendsofancientGreekandRoman；socialcustoms，likeThanksgiving，Christmas；religion，likeChristianityandtheBible；andsocialcommunicationetiquetteandsoforth.additionally，astheexistinglisteningresourceshaveaextensiverangeofcontent，teachersshouldalsostimulatestudents’interestinlearningnewknowledgeandhelpthemimprovetheirabilityoflisteningcomprehensionthroughacertaindegreeofintroductionoftherelatedbackgroundknowledgeinvolvedinthematerial.

　　3.6Choosingtheappropriateteachingmaterial

　　Oneofteachers’mostsignificanttasksistochoosetheappropriatelisteningmaterialsforstudents.IftheteacherSelectsinterestinglisteningmaterialsinrightleveloflanguage，providesexplicitdirectionandplansco