英语听力教学论文设计.docx

英语听力教学论文设计.docx

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英语听力教学论文设计

英语听力教学论文

郝元和

[Abstract]Modernlanguageteachingtheoryhighlyemphasizestheeffectof“listening”onthelearningandtheuseoflanguage.TheteachingofEnglishlisteningisn’tonlyateachingoflanguage,alsoatrainingofability.Inthefourskills:

listening,speaking,readingandwriting,listeningisthebasic,andthemostimportantskill.Itisn’tonlythemainwayofacquiringlanguageinformation,butthebaseofimprovingotherskills.ManyChinesestudentsregardthelisteningtestasthemostdifficultpartofawholetest.Inthisarticle,westartwiththeconditionsofthemiddleschoollisteningteaching,pointoutsomeproblemsanddesignsomeactivitiesinthebeginningoftheclass.ThenwefocusonsomeactivitiesofteachingEnglishlisteningandinsistthattheactivitiesshouldbeemphasizedontheprocessoflistening,ratherthantheresultoflistening.Howcanstudentsimprovetheirlisteningandgetgoodmark,becomethesubjectthatjuniormiddleschoolteacherscare.DuringtheEnglishteaching,itisimportantforteacherstomastertheskillofdesigningthelisteningactivities

[KeyWord]listening;middleschool;Englishteaching;barrier;teachingactivitydesigning;

【摘要】随着时代的发展和进步，英语作为一种国际通用语在贸易往来和文化交流过程中发挥着不可替代的作用。

掌握好英语这种交际工具，对学生将来的发展有着深远的影响。

现代语言教育理论高度重视“听”在语言学习和语言使用中的作用。

听力教学既是一种语言教学，也是一种技能的培养。

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。

许多中国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，开篇介绍了现在中学听力教学的情况，指出当中存在的一些问题，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。

如何提高学生英语听力水平，使他们能取得好的成绩，成为广大初中教师所共同关注的问题。

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；初中；英语教学；障碍；设计教学活动

1.Introduction

Itistruethatlistening,speaking,reading,andwritingarefourbasicskillsinlanguageteachingandlearning.Developmentally,theseskillsareacquiredinacertainsequence.Listeningisessentialfordevelopingotherskillsandprovidesabasisforlanguagelearning.Butitisalsothemostdifficultofallthelearningskillsforlearnerstomaster.Whenlistening,listenersfollowthespeaker,thinkingaboutwhatthespeakerissayingandwhatisgoingoninthemindofthespeaker,guessingthespeaker’sopinionsandattitudesandcatchingthetruemeaningofthespeaker’swords.Listeningitselfaccountsforalmosthalfofthecommutativeactivitiesinone’sdailylife.Inaddition,learnersshouldhavetheknowledgeofphonetics,vocabularyandgrammar.Manylearnersareafraidoflistening,lookingonitasmoredifficultthananyotherskillsandpaymuchattentiontotrainingtheirabilitytospeak,readandwrite.Improvinglisteningabilityisnotinashorttime,itisalongtimework.

2.Backgroundstudy

Listeningisimportantinjuniorstudents’Englishlearning.Achildfirstlistensforalongtimebeforeheisabletospeak,solisteningplaysthefirstandthemostimportantroleinlearningaforeignlanguage.Listeningisanimportantmeansoflanguage.“ItisoneoftheimportantwaysinEnglishlanguagecommunication.AccordingtoRiversstudyindications,listeningoccupies45%ofthewholesocialinteractions.Fromthis,wecanseethatagoodlisteningcanhelptoimprovestudents’abilityoflanguageunderstanding.Andsomestatisticsshowthatnearly50%studentsregardlisteningcomprehensionasthemostdifficultpartamongallkindsofexaminations.”[1]（p1-2）.Wemustadmitthatthereisnoshortcutinourlife,soastheEnglishlearning.Itfindsthattheoriginalinitiativetolearnlisteningisveryimportant,whichcanleadthewaytosuccess.

Nowhavealookatourjuniorschools.Whatmostteachersdoinclassismerelytoplaytherecorderandcheckanswerstolisteningexercises.Somoststudentscanhardlylearnanythinginclass,andlisteningcomprehensiongivesmuchheadache.Hence,inteachinglisteningcomprehension,itisveryimportantforteacherstofindtheproblemsstudentshaveandsuitablewaystosolvetheproblems.Englishteachingandlearningasksforquitesomechallenges.Thechallengesarethelackofadequatelinguisticenvironment,thestronginterferencefromtheirmothertongue,theovercrowdedclassroomsandthelackofsufficienttimeforEnglishstudyonthestudents‘side.Andstudentsarehavingquiteafewsubjectsonhandandshoulderingthegreattaskofall-respectfulldevelopmentinschools.And,inmanyjuniorschool，itistruethatChinesestudentsarenotsoinfluentasthoseinWesterncountriesmainlybecausetheylackself-confidenceandtheyareafraidofmakingmistakes.Inaddition,teachersarequiteusedtotheoldteachingmethod,whichlaysmoreemphasisongrammar.Inordertomakethemselvesunderstoodbyallthestudents,someteacherswouldexplainthegrammarrulersoreventhetextsinChineseratherthaninEnglishinclass.Thus,studentsgetfeweropportunitiestoimprovetheirlisteningskills.

3.WhatarethefactorsinfluencingthelisteningcomprehensioninChinesemiddleschoolclassrooms?

Listeningisanimportantmeanoflanguagelearning.ItisoneofthesignificantwaysinEnglishlanguagecommunication.Butsomanystudentsregardlisteningcomprehensionasthemostdifficultoneamongallkindsofexaminations.Wherearetheirbarriers?

Howtotrainsometacticsforthem?

That’swhatIamgoingtotalkabouthere.

3.1Theanalysisofthereasonsforstudents’poorlisteningability

3.1.1．Abouttheteacheraspect

ThereisashortageofEnglishteachersinChina.ItisusuallydifficultforEnglishteachersinChinatogotoEnglish-speakingcountriestostudyorwork.Mostofthemdon’thavetheexperienceofgoingabroad.TheyhavelearnedtheirEnglishonlyinChina. Sowemaysaytheyhavecertainshortage.

3.1.2．TheEnglishenvironment

TheEnglishenvironmentinChinaisdifferentfromothercountriese.g.Canada.InChina,Englishisaforeignlanguage（EFL）,notasecondlanguage（ESL）.BothstudentsandteachersaredoingtheirjobsunderthisconditionwhichisquitedifferentfromthatsuchasintheUS.Forexample,ChineseimmigrantstudentsinCanadacanlearnEnglishmorequicklythanthoseinChina.Why?

BecauseinCanada,Englishisregardedastheirsecondlanguage.TheyenjoyamuchbetterEnglishenvironmentaswellashaveEnglishhighmotivations.ThisiswhatisneededinChina.WhatthosestudentsinChinaneedisthisauthenticlanguageenvironmentwhichisn’teasytobecreatedinChina.

3.1.3.Thelearningaspect

Listeningcomprehensionisthesummationofhearingandunderstanding.IfyouhaveabetterlevelaboutEnglishknowledge,youmaybecapableofunderstandingverywellinlisteningtothematerials,andmayhaveanexcellentresponsetoanyquestionsaskedbythespeakersonthetapes.

（ⅰ）BarriersonPhoneticsandPhonology

Itisclearthat“Phoneticsisdefinedasthestudyofthephoneticmediumoflanguage,andPhonologystudieshowspeechsoundssysteminalanguageformpattern.”（p22） English,asanewlanguageforChinesestudents,usuallyappearssomeproblemsexactlyonPhoneticsandPhonology,suchasthemistakesonpronunciation,intonation,andallkindsofskillslikewordstress,sentencestress,motionofsound,assimilation,sound---linkingandincompleteexplosion,etc.ThereforesomebasicknowledgeaboutEnglishPhoneticsandPhonologywilldirectlyinfluencestudents’listeningcomprehension.Sodesigningactivitiesmustbeaimedatpoint.Sodesigningsomeinterestinggameistoletstudentsdiscriminatethedifferentpronunciation.Thekeypointisguidingstudentstofindthedifferencethemselves.Forexample,mostChinesestudentsfindthediscriminationofsomesoundsisaprobleminlisteningcomprehension,especially,somevowels.E.g.,theycanhardlydistinguishthewordslike“sit—sea”and“bed--bad”.Inasentencelike“Hesawathiefstealintothepalace”,steal/sti:

l/isveryimportantinunderstandingthesentence,butsomestudentsjustrecognizeitasstill/stil/.

（ⅱ）Barriersontempo

Tempomeansthespeedofspeaking.Itcanbecontrolledbyanactorwhoisgoodattonguetwisters.Somepeopleenjoymorevariationintempothanothers,buteveryonehasanormwhichincharacteristicofhisusualconversationalstyle.OnewhotendstousearapidtempoineverydayspeechinEnglish,butChinesestudentsusuallydon’thavesuchatempoinlistening.Althoughsometimestheycanspeakveryfast,theymaynotcatchupwiththematerialsonnormaltempowhilethey’relisteningtoatape,especiallytoalongerconversationorapassage,that’stheirproblems.Becausetheyonlyusedtolistentoteacherswhoalwaysreadundertheaveragespeedindailylife,orusedtoslowconversationswiththeirpartnerswhilepracticingoralEnglish,that’swhyChinesestudentscannotsuittheneedofnormalspeedlisteningmaterialsornativespeakers.Teacherscanhelpstudentstoformagoodsensation.Studentscantrainthetempothroughreading,becausetherearemanyskillsonit.Englishteachersshouldtakeeffortstoteachstudentshowtolearnsomeknowledgeaboutsentencestress,rhythm,soundandintonation,etc.So,duringintheclass,oratthebeginningoftheclass,teachercandesignagameorcompletionaboutreading.Thestudentwhoisthewinnercangivehim/herapresent.Throughinsistingondoingso,students’ssensationcanbeimproved.

（ⅲ）Barriersonlexicologyandgrammar

Duringtheprocessoflisteningcomprehension,listenersshouldnotonlydotheexercisesofsoundrecognition,butalsolearnmorevocabulary.Ifanewwordappearedwhilethey’relistening,they’llfinditdifficultforthemtounderstandthewholemeaning,evensomestudentsstoptolistenandthinkaboutoverandoverthenewwordtheymetbeforewhilethematerialaregoingon.Sodoesthegrammar.Grammarcanhelpustocatchtheimplicatio