How to improve the ability of listening.docx

How to improve the ability of listening.docx

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Howtoimprovetheabilityoflistening

Howtoimprovetheabilityoflistening,speaking,readingandwriting

iIntroduction

ThepurposeofmiddleschoolEnglishteachingistoimprovethestudents'fourskillsoflistening,speaking,readingandwriting,withthebaseofnecessaryphonetics,largevocabularyandgoodgrammar,butthisisnotthefinalpurpose.thefinalpurposeistolotletstudentsbeabletousethelanguage.

WhydowestudyEnglish?

Ifamanisonlygoodatlisteningandspeaking,canwesaythatheisgoodatEnglish?

No,ifamanisonlygoodatreadingandwriting,canwesaythatheisgoodatthelanguage?

No,ifastudentisgoodatEnglish,heshouldbeabletousethelanguage,bothinspeakingandwriting.

NowmostofthestudentsdobetterinreadingandwritingEnglishthaninlisteningandspeaking.Theycanreadandwrite,buttheycanhardlycommunicate.Theycanhardlyexpressthemselveswiththeirownwords.Thisispartiallybecauseofourexaminationsystem,andpartiallyoftheteachingmethod.Wearenotabletochangetheexaminationsystem,butwecanimproveourteachingmethod.

Mostofalltheteachersliketoprovidethestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon.Theyarefocusingthesethings,especiallyonthegrammar.Yes,thestudentsdoneedthese,butmanyteachersforgettoteachthemhowtostudyEnglish,andhowtouseit.Sowhenyouaregivingtheknowledgetothestudents,don'tforgettoteachthemalltheabilitiesofthefourskills.

ii.Waysondevelopingthefourabilities

1.Listening

Theteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan'tsaythatyouhavemasteredthelanguagewithoutanyoneofthem,listening,oneofthemeansoflanguagecommunication,isusedmostwidelyinpeople'sdailylives.About45%ofanadult'stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.inlinguistics，givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisteningcomprehension.

Ihavedoneaninvestigation.about43.2%ofthestudentsthinkthatthemostbotheringandthemostdifficultislisteningcomprehension,andevensomeofthemhavesomedifficultiesinunderstandingtheirteacherwhogiveslessonsinEnglish.

Withoutquestion,itisdifficultforamiddleschoolstudenttounderstandthelisteningmaterial,ifhehasn'tenoughvocabularyandtheabilityoftellingthegrammarconstruction.Inmyinvestigation,about35%ofthestudentswithlowlisteningcomprehensionthingthisisbecausetheydon'tunderstandorknowtheknowledgeaboutlinguistic,theyarenotabletotellthemeansofawhattheyhaveheard.Inmyanotherinvestigation,studentswereaskedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.but85%ofthemthoughtitwastoodifficult.Then,usingthesamedialogueasareadingcomprehensionmaterial,ifoundonly5%ofthemthoughtitwasalittledifficult,ontheotherhandtheresponseabilityisalsoanotherreason.Itisclearthatthereadingspeedofamaterialalsoaffects.about43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn'tfollow.

Alotofstudentshavetheirownlisteninghabits.Somestudentsoftentrytounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderstandthematerialdirectly,theyoftentranslatetheEnglishintochineseintheirhearts,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Youshouldcatchthemostimportantpoints.

Thenhowtoimprovethestudents'listeningskill.Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadybeenagoodlistenerandspeaker.Butforaforeignlanguage,youcanmeetitonlyinformalplaces,classes,forexample,otherwise,youcanhardlyhaveachancetomeetit.SoIthinkyoushouldtrytoletthestudentsbeinalanguageenvironment.Letthestudentsgraspthephoneticsymbol.ithinkthephoneticsymbolisthebase.Agoodintonationandphoneticdependsonthebase.Oralreadingafteraradioorateacherisagoodwayatthebeginning,studentsshoulddomuchaboutit.Payattentiontotheoralreadingskill,itincludesstress,strongform,weakform,intonationincompleteplosiveconsonant,affricateconsonant,syllableandsoon.Trainingandpracticingtheoralreadingisnotaday'sword.theteachermustgivecorrectinformationaboutit.thereisnoeasyway.

Enlargethestudents'knowledgeaboutEnglish.Encouragethestudentstoreadsomethingintheirsparetimeaboutgeography,history,culture,storiesandsoon.Forexample,therearetwomaterialsofthesamedifficulty.Oneexplainssomethingaboutchina'sSpringFestival,theotherisaboutThanks-givingDayofthewesterncountries.Theformeriseasytounderstandbutthelatterismoredifficult.Whyitisclearlybecausethestudentsknowlittleaboutthelatter.

Bothlisteningtestandlisteningpracticearenecessary,butpracticeismoreimportant.

Youcanunderstandyourstudentsthroughlisteningtests.Onlythroughthepracticecanthestudentsimprovetheirlisteningcomprehension.

Ⅱ.Speaking

Speakingcan'tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.Thetraditionalwayoflisteningandspeakingisaural-oralmethod.Now,thenewmethodoftwo-waycommunicationisverypopular.

Asyouknowthatanyteachingmethodhasitspsychologicalbase.Theaural-oralmethodbeganinthe1940's.itisbasedonbehaviourism.Oneofitspsychologicaltheoryisthatlearningalanguageisformingasetofnewlanguagehabit.

Thisisitsusualprocess:

stimulus-response-reinforcement.

Theaural-oralmethodisfitfortheteachingofbeginningstage.Itfocusesonthepracticeoforalenglishdrills.Buttoomanydrillsarebeingpracticedwithoutanycontextorgivenconditions.Sowhatislearnedisisolatedclauses.andithasfewcommunicativefunctions.

Thetwo-waycommunicationmakesupforthedefectincommunicativeabilityinthetraditionalteaching.Two-waymeanstherelationshipofthecommunicationbetweentheteacherandthestudents.

Thisrelationshipisconnectedwiththecommunicativeactivitiesbetweentwopeople.Thismethodisdifferentfromthetraditionalaural-oralmethod.Butitalsobasesontheprocessofs-r-r.Sowecallitamewtypeofaural-oralmethodhassomepeculiarities.

ItcancreateafreshenvironmentforspeakingEnglish.Itneedssomenecessaryexplanationsofgrammar,includingsomesentencestructures.Herearethemajorwayofpractice.Teacherscancontrolthepracticewhollyorpartly.Thepracticecanalsobecontroledbystudentsfreely.theinternalforceofstudyisnotduetotheinsterestsinphoneticstructure,butthecontentofthematerial，tomakethecorrectresponse,thestudentsareaskedtopaymoreattention.

Forexample:

Teacher:

Askmeifiamastudent.

Student:

Areyouastudent？

T：

Tellme-no,you'reateacher.

S：

No,i'mateacher.

Inthisexample,"askme"meansthatthestudentmustsayaquestionsentencewhile"tellme"showsthatthestudentmustsayadecarativesentence.butbeforedoingthis,theteachermustexplainsomethingabouttheexchangeofinterrogativesentenceanddeclarativesentence.Thetwo-waycommunicationcanlengthenthedialoguelimitlessly.Thisisitsadvantage.Atthesametime,ifthestudentwantstogivethecorrectresponse,hehastothinkithard,thesentenceisnoteasilyforgottenwhichisereatedbythemselvesthroughthinking,sometimeswiththeteacher'shint.Youcantalkfreely.Youcanexpressyourselfaswellasyoucan.forexample:

T:

Askmehowmangpeoplethereareinmyfamily.

S:

Howmanypeoplearethereinyourfamily?

T:

Tellme-therearefive.

S:

Therearefive.

T:

Askmewhatmyprreutsdo.

S:

Whatdoyourparentsdo?

T:

Tellme-yourfatherisateacherandyourmotherworksinacompany.

S:

Myfatherisateacherandmymotherworksinacompany.

T:

Askmeifmyfatherlikeshisjob.

S:

Doesyourfatherlikehisjob?

T:

Tellme-sure,helikesteachingverymuch.

S:

Sure,helikesteachingverymuch.

Alltheseresponsesformacompletedialogue.

A:

Howmanypeoplearethereinyourfamily?

B:

Therearefive.

A:

Whatdoyourparentsdo?

B:

Myfatherisateacherandmymotherworksinacompany.

A:

Doesyourfatherlikehisjob?

B:

Sure,helikesteachingverymuch.

Ifyouwanttoaskmoreabout"father"orotherfamilymembers,thedialoguecangoonasfarapossible.

So,inaword,theaural-oralmethodisnotaout-of-dateone,butausefulone.Especiallyitisfitforthebeginningstage.Itattachestheimportancetotheoraldrills,andhasabadcommunicativefunction.Itisonlyusedtoaphoneticbase.Afterall,theaimofthelanguagelearningistocommunicate.Sothetwo-waycomunicationismoreeffectiveanddirect,butitisalsofitforthebeginningstage.

Ⅲ.Reading

Readingisanimportantwayofgaininginformationinforeignlanguagelearning,itisabasicskillforaforeignlanguagelearner.Thereisalotofreadingexercisesinanexaminationtoday.Butallthesereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoread