How to Improve Students Listening skill 如何提高学生的听力.docx

How to Improve Students Listening skill 如何提高学生的听力.docx

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HowtoImproveStudentsListeningskill如何提高学生的听力

如何提高学生的听力

HowtoImproveStudents’Listeningskill

Abstract:

Thepurposeofmiddleschoolstudent’sforeignlanguagestudyistotraintheabilityoflistening.Speaking,readingandwriting,andintheseseverallanguageskills,listeningisoftenneglectedinlanguageteaching,moreover,listeningcanbemoredifficultthanothers,theforeignteachershouldpaymoreattentiontohowtoimprovestudent’slisteningskills.Thisarticlestartswithtalkingaboutthelisteningprocess;thenanalysisthecauseoftheproblemsthatrestrictthestudent’slistening,e.g.beingweakinsoundandvocabularyinfluencethelisteningability;thesentencestructureandcontentkeepsfromlisteningetc.Finallydiscussonhowtoimprovetheirlisteningskill.Nowadays,manystudentsfeelitdifficulttoimprovetheirlisteninganddon’tknowtocopewiththeseproblem,waysaresuggestedinthisarticle.

Keywords:

listeningcomprehension,problems,listeningskills

摘要：

中学生外语学习的主要目的是培养听、说、读、写能力，而这几种语言技能中，听力常常被忽略，且听力较其它三种技能更难。

在教学过程中，外语老师更应注重怎样有效地提高学生的听力技能。

本文首先谈到的是听力过程，然后分析了制约学生听力理解的普遍问题，如语音、词汇差异影响了英语听力的理解和提高，句子结构及内容的难度阻碍英语听力的理解等等，现在许多学生觉得听力是最难的，但不知如何解决这些听力问题，所以外语老师更应在教学过程中有效地提高他们的听力技能，本文对此做出一些阐述。

关键词：

听力理解；问题；听力技能

Contents

Contents…………………………………………………………………i

Abstract…………………………………………………………………ii

Introduction…………………………………………………………………1

1.ListeningProcesses………………………………………………………2

2.ProblemsinListening……………………………………………4

2.1Generalproblems…………………………………………………4

2.1.1Problemscausedbylearninghabits……………………………4

2.2Specificproblems…………………………………………………5

2.2.1Sound…………………………………………………………5

2.2.2Vocabulary……………………………………………………7

2.2.3Sentencestructure………………………………………………8

2.2.4Themainideaorinferring………………………………………9

2.2.5Contexts…………………………………………………………10

2.2.6Lackingconcentrate……………………………………………12

3.MethodsofSolution……………………………………………12

3.1Selectingsuitabletextsforlistening…………………………………13

3.2Designlisteningactivitiesfortheclassroom…………………………14

3.2.1Pre-listeningstage……………………………………………15

3.2.2While-listeningstage………………………………………16

3.2.3Post-activities………………………………………………16

3.3Buildingstudent’sconfidence……………………………………18

Conclusion…………………………………………………………………18

Bibliography………………………………………………………………20

Acknowledgement…………………………………………………………21

Introduction

WiththeimprovementoftheeconomicsituationinChina,EnglishisplayinggreaterimportanceforEnglishlearners.Somoreandmoreforeignlanguageteachershavebeenbeconcernedwithdevelopingstudents’listeningability.NowChinesestudentswhohavestudiedEnglishmaybeabletoreadandwritethelanguagesuccessfully,buttheydonotalwaysknowhowtoimprovetheirlisteningwell.Nowadays,theyfullyunderstandthatthesuccessfulcommunicationwithothersinEnglishbasedonbeingabletolistenandunderstand,especiallysomestudentswhowantgoabroad.Iftheydonotlearntolisteneffectively,theywillbeunabletotakepartinoralcommunication.Therefore,toimprovestudents’listeningability，teachershouldfindwaystoimprovetheirlistening’skillsinteachingcourse.Atthesametime,manyEnglishlearnerspaymoreandmoreattentiontohowtoimprovetheirlisteningabilitysothattheycanreadEnglisheffectivelyandtalkwithforeignersfluently.Intheviewofthefact.Iwouldliketoexpressmyopinionaboutthelistening.First,thearticlewillbemadefirsttodiscussthelisteningprocessandthenanalysisstudentslisteningobstaclescausedbyvariousproblemsinmiddleschool,theeffectivesolutiontodealwiththeseproblemsthatstudentshavewithlisteningprocessinteachingcourse.Thisarticlewillhelpstudenttodevelopeffectivelisteningskillsinthemiddleschool.

1.ListeningProcesses

Amongthefourskills（listening,speaking,readingandwriting）,manyforeignlanguagelearnersoftencomplainthatlisteningisthemostdifficulttoacquire.Therefore,weneedfirsttounderstandwhathappenswhenwelisten,andhaveabetterofunderstandingprocess.Maryunderwood（1989）pointsoutthatthelisteningprocessconsistsofthreestages.[1]

Atthefirststage,thesoundsgointoasensorystore,oftencalledthe“echoic”memory,andareorganizedintomeaningfulunits,accordingtotheknowledgeofthelanguagethelisteneralreadyhas.

Atthesecondstage,wordsorgraspofwordsarecheckedandcomparedwithinformationalreadyheldinthelongtermmemoryandthemeaningisextractedfromthem.

Atthethirdstage,afterthelistenerhasconstructedameaningfromtheutterancewhichmayonmaynotbethemeaningthatwasintendedbythespeaker,heorshemighttransfertheinformationtothelongtermmemoryforthelateruse.Itisobviousthatgenerallyalistenerwhowantstodointheprocessingactivities,andconstructameaningfulmessageintheirmindbyrelatingwhatwehearandhaveenoughpreviousk