lunwen修改稿01281.docx

lunwen修改稿01281.docx

《lunwen修改稿01281.docx》由会员分享，可在线阅读，更多相关《lunwen修改稿01281.docx（9页珍藏版）》请在冰豆网上搜索。

lunwen修改稿01281

Effective Activities to Improve

JuniorHighSchool Students’ Listening Ability

Writtenby：

CheHouxiang

Abstract

InthefourEnglishskills,listeningisthemostimportantandmostdifficultone.Howstudentscanimprovetheirlistening,becomesthesubjectthatjuniormiddleschoolteacherscare.DuringtheEnglishteaching,itisimportantforteacherstomastertheskillofdesigningthelisteningactivities.Inthisarticle,westartwiththeconditionsofthemiddleschoollisteningteaching,pointoutsomeproblemsanddesignsomeactivitiesinthebeginningoftheclass.ThenwefocusonsomeactivitiesofteachingEnglishlisteningandinsistthattheactivitiesshouldbeemphasizedontheprocessoflistening.

Keywords:

listening;barrier;teachingactivitydesigning

摘要

在听，说，读，写四项技能中，听是最基础的，最重要的技能。

它不仅是获取语言信息的主要途径，还是提高其他技能的基础。

许多学生认为听力能力的测试是所有测试中最难的部分。

在本篇论文中，介绍了现在中学听力教学的情况，指出存在的一些问题，针对课前的一些较短的时间设计了一些教学活动。

然后集中介绍了听力教学活动的设计，强调听力教学活动应将目光集中在听力的过程上，而非其结果上。

在英语教学中，教师如何进行听力教学，精心设计教学活动，如何掌握听力教学的各种技巧显得十分重要。

关键词：

听力；障碍；设计教学活动

Contents

Chapter1Introduction

Itistruethatlistening,speaking,reading,andwritingarefourbasicskillsinlanguageteachingandlearning.Listeningisveryimportantskill.Listeningisessentialfordevelopingotherskillsandprovidesabasisforlanguagelearning.Butitisalsothemostdifficultofallthelearningskillsforlearnerstomaster.

1.1Theimportanceoflistening

Listeningisveryimportantinlanguagelearning.Listeningisthebasicformwhenpeoplecommunicatewitheachother.ListeningdevelopsmoreandmoreimportantwithChina’sopenandreform.Letthestudentslisten,thentheycancommunicatewithothers.Listeningtoaforeignlanguageishardwork,especiallyforstudent.Intheearlystages,thestudentsmayspendmuchoftheirtimelisteningtotheteacherwhilesimpleinstruction,asinTPR.Theteacherwillhavetodecidehowmuchofthegeneral“classlanguage”suchasinstruction,questionsorpraisewillbeinthestudentsandhowmuchinEnglish.Itisimportanttorememberthatlisteningisnotapassiveactivityalwaysaskingchildrentosimply“andremember”maymakethemfeelanxious,placesagreatstrainontheirmemoryandtendsnottodeveloplisteningskills.Theteacherwillbeabletosupportstudents’understandingmoreeffectivelyiftheteacherdirectsstudents’attentiontospecificpointsthathavetobelistenedfor.

1.2Howtoimprovelisteningability

NowmostofthestudentsdobetterinreadingandwritingEnglishthaninlistening,thisispartiallybecauseofourexaminationsystem,andpartiallyoftheteachingmethod.Wearenotabletochangetheexaminationsystem,butwecanimproveourteachingmethod.

Improvinglisteningabilityisalongtimework.Listeningisanimportantmeansoflanguage.“ItisoneoftheimportantwaysinEnglishlanguagecommunication.AccordingtoRiversstudyindications,listeningoccupies45%ofthewholesocialinteractions.Fromthis,wecanseethatagoodlisteningcanhelptoimprovestudents’abilityoflanguageunderstanding.Andsomestatisticsshowthatnearly50%studentsregardlisteningcomprehensionasthemostdifficultpartamongallkindsofexaminations.”[1]（p12）

1.3ListeningisagoodwaytolearnEnglish

.Inaword,ListeningprovedtobeaproperandeffectivemethodofforeignlanguageteachingduringtheteachingofforeignlanguageweshouldfollowtherulesofforeignlanguagelearningandmakefulluseoflearninglisteninginadvanceAsaresult,listeningwoulddrivereadingandwritingandspeaking.ListeningisagoodwaytolearnEnglishwell.

Chapter2ProblemsofListening

2.1Analysisofthe Factors Influencing the Listening Comprehension

Nowinourmiddleschools.Whatmostteachersdoinclassismerelytoplaytherecorderandcheckanswerstolisteningexercises.Somoststudentscanhardlylearnanythinginclass,andlisteningcomprehensiongivesmuchheadache.Hence,inteachinglisteningcomprehension,itisveryimportantforteacherstofindtheproblemsstudentshaveandsuitablewaystosolvetheproblems.Englishteachingandlearningasksforquitesomechallenges.Thechallengesarethelackofadequatelinguisticenvironment,thestronginterferencefromtheirmothertongue,theovercrowdedclassroomsandthelackofsufficienttimeforEnglishstudyonthestudents'side.Andstudentsarehavingquiteafewsubjectsonhandandshoulderingthegreattaskofall-respectfulldevelopmentinschools.And,inmanyjuniorschool，itistruethatChinesestudentsarenotsoinfluentasthoseinWesterncountriesmainlybecausetheylackself-confidenceandtheyareafraidofmakingmistakes.Inordertomakethemselvesunderstoodbyallthestudents,someteacherswouldexplainthegrammarrulersoreventhetextsinChineseratherthaninEnglishinclass.Thus,studentsgetfeweropportunitiestoimprovetheirlisteningskills.

Listeningisanimportantlearning.Butmanystudentsregardlisteningcomprehensionasthemostdifficultoneamongallkindsofexaminations.Wherearetheirbarriers?

Howtotrainsometacticsforthem?

That’swhatIamgoingtotalkabouthere.

2.2AbouttheTeacherAspect

Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadybeenagoodlistenerandspeaker.Butforaforeignlanguage,youcanmeetitonlyinformalplaces,classes,forexample,otherwise,youcanhardlyhaveachancetomeetit.SoIthinkyoushouldtrytoletthestudentsbeinalanguageenvironment.TheEnglishenvironmentinChinaisdifferentfromothercountriese.g.Canada.InChina,Englishisaforeignlanguage（EFL）,notasecondlanguage（ESL）.BothstudentsandteachersaredoingtheirjobsunderthisconditionwhichisquitedifferentfromthatsuchasintheUS.Forexample,ChineseimmigrantstudentsinCanadacanlearnEnglishmorequicklythanthoseinChina.Why?

BecauseEnglishisregardedastheirsecondlanguageinCanada.TheyenjoyamuchbetterEnglishenvironmentaswellashaveEnglishhighmotivations.ThisiswhatisneededinChina.WhatthosestudentsinChinaneedisthisauthenticlanguageenvironmentwhichisn’teasytobecreatedinChina.

2.3AbouttheLearningAspect

Listeningcomprehensionisthesummationofhearingandunderstanding.Enlargethestudents'knowledgeaboutEnglish.Encouragethestudentstoreadsomethingintheirsparetimeaboutgeography,history,culture,storiesandsoon.Forexample,therearetwomaterialsofthesamedifficulty.OneexplainssomethingaboutChina'sSpringFestival;theotherisaboutThanksgivingDayofthewesterncountries.Theformeriseasytounderstandbutthelatterismoredifficult.Why?

Itisclearlybecausethestudentsknowlittleaboutthelatter.IfyouhaveabetterlevelaboutEnglishknowledge,youmaybecapableofunderstandingverywellinlisteningtothematerials,andmayhaveanexcellentresponsetoanyquestionsaskedbythespeakersonthetapes.

Chapter3HowtoImproveStudents’ListeningAbilities

Amongthefourskills,Listeningisveryimportant.Therearethreestagesinlisteningactivitiesforlanguagelearners:

pre—listening,whilea—listening,post—listening,whichwilldiscussindetailasfollow:

3.1Pre-listeningActivities

Pre-listeningActivitiesisveryimportant

（1）.Byposingthetasksbeforethstudentslistentothetopic,theyaregivenapurposeforlistening,whichforcesthemtofocusonselectedinformation.

（2）.Thelistenerbringsanorientationtoalisteningevent.Byopeningupthetopic,itarousescertainexpectationsandmentallypreparesthestudentsforthetopic,itmayalsoactivatelatestknowledgeofvocabularyassociatedwiththetopic.

（3）.Activatinglearner’sscriptsandtuningintheirpriorknowledgeaboutthetopichelpstorelatetheirbackgroundknowledgetothetopictobeheard,thusenhancingthecomprehensionandinterpretationofthereceivedmessage.

（4）.Bybrainstormingwhattheyknowaboutthetopicbeforelistening,learnerswillbeabletocomparewhattheyknowwithwhattheyaregoingtohear,andlistenselectively.”[5]（p10）

3.1.1GivingaPurposeforListening

Nolessthaninspeaking,thelisteningprocessmeansthatthelearnermustbemotivatedbyacommunicativepurpose.Thispurposedeterminestoalargeextentwhatmeaningstheymustlistenforandwhichpartsofthetextaremostimportanttothem.Forexample,theremaybepartswherehedoesnotneedtounderstandeverydetail,butonlytolistenforthegeneralgist.Theremaybeotherpartswhereatopicofspecialsignificantarises,requiringthemtolistenformoredetailedinformation—forexample,sothattheycanreportaboutthetopictoothermembersofagroup.Atothertimes,ataskmayrequirethemtolistenforspecificpiecesofinformationdistributedthroughoutthetext.  

“Theactivitieswillbegroupedaccordingtothekindofresponsethatthelearnermustproduce:

（1）Performingphysicaltasks（e.g.selectingpictures）

（2）Transferringinformation（e.g.intotabularform）

（3）Reformulatingandevaluatinginformation”[6]（p67-68）

3.1.2ChoosingtheAppropriateMaterials

Beforehavingtheclass,teachersmustchooseandanalysisthematerials.“Teacherneedstolistentothetapeallthewaythrough.Thatway,theywillbepreparedforanyproblems,noises,accentsetc.Thatwaytheycanjudgewhetherstudentswillbeabletocopewiththetapeandthetasksthatgowithit.”[7]（p100） Bydoingso,theteacherwil