我的论文三槁定wxm.docx
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我的论文三槁定wxm
Acknowledgements
Iwouldliketotakethisopportunitytoexpressmysinceregratitudetothosewhohaveofferedhelpincompletingthisthesis.
Mythesiscompletionfirstlyisattributedtomysupervisor,ProfessorWuJinghua,shehasgivenmealotofvaluableadvicesinframeworkofthethesis.Sheimpressesmedeeplyforherintelligence,patience,generosityandhumor.
Secondly,IwouldlikeparticularlytothankmyEnglishteacherTangLinlinforherindispensableadvicesandcontinuousencouragement.
Finally,Iwouldliketoextendmythankstomyschoolmatesandmysisterfortheirgeneroushelpincollectingmaterials.
Abstract
Englishhasbecomeaveryimportanttoolincommunicationwiththeglobalizationoftheworldeconomy.However,listeningisveryimportantinEnglishlearning,becauselisteningisthusfundamentaltospeaking.Butthepresentsituationisthatlisteningteachingandresearchinthemiddleschoolsarenotsatisfactory.Basedontheresearchoflisteningandstudyofgroupwork;thispaperanalysistheproblemsexistinginthecurrentlisteningteachinginmiddleschools.AndthentakeasampleteachingofgroupworkforanexampletoanalysistheapplicationofgroupworkinEnglishlisteningteaching.Itbelievesthatgroupworkisaverypracticalactivityofteachingclassroominforeignlanguageteaching.Groupworknotonlycanascertainthestudent’sprincipalpartandpromotethecommunicationandcollaboration;butalsocancreateamorefreelyatmosphere,developstudents’interests,leadacompetitionbetweenstudentsandimprovetheirEnglishcompetenceinreal-lifecommunication.Atthesametime,itanalyzessomeproblemsoftakinggroupworkinteachingclassroom,andprovidessomesuggestiontosolveandavoidtheseproblems.
Keywords:
groupwork,communication,listeningteaching
摘 要
随着世界经济的全球化,英语已成为十分重要的交际工具。
在英语学习中,听力是十分重要的,因为听是说的基础。
但目前我国的初中英语听力教学仍不尽人意。
本文通过对听力理解和小组合作学习的研究,分析了当前中学英语听力教学中存在的问题,并以课堂教学设计为例分析了小组活动在听力教学中的应用,证明小组活动在外语教学中是一种非常有效的教学活动形式,它不仅可以确立学生的主体地位,促进师生和生生之间的交流与合作,而且可以创设更为宽松的学习环境,调动学生的学习积极性,鼓动学生之间的竞争,提高学生在现实生活中的英语交际能力。
同时,就教师和学生在应用小组活动中可能会碰到的问题进行了分析,并提出了一些避免和解决的建议.
关键词:
小组活动,交际,听力教学
Contents
Acknowledgement………………………………………………………………i
AbstractinEnglish……………………………………………………..……ii
AbstractinChinese……………………………………………………….…iii
1Introduction……………………………………………………….............1
1.1DefinitionofListening……………………………………………..…….1
1.2PositionofListeninginEnglishListeningTeaching………………….….2
1.3ReviewofStudiesofListeningComprehensionOverseasandHome……3
2StudiesofGroupWork………………………………………………….….5
2.1DefinitionofGroup-Work……………………………………...………5
2.2ThePrinciplesofGrouping………………………………….................5
2.3Teacher’sRoleinGroupWork……………………………….…...........6
2.4AdvantageofGroupWork………………………………………..........7
3ExistingProblemsintheCurrentEnglishListeningTeaching…………......8
3.1ProblemsofStudents………………………………………………..….9
3.2ProblemsofTraditionalTeachingMethod……………………………….9
3.3ProblemsofListeningMaterial…..........................................................10
4HowtoApplyGroupWorkinEnglishListeningTeaching……....................10
4.1ASampleProcedureofGroupWork………………………….………..10
4.2ListeningActivitiesinGroupWork…………….....................................12
4.3SampleTeachingofGroupWork……………….…………………..…13
4.4ResultandProblem……………………………………….....……….16
5Conclusion……………………………………………………….……...…17
Bibliography……………………………………………………….….............18
TheApplicationofGroupWorkinEnglishListening
TeachingofMiddleSchools
1Introduction
WiththedevelopmentoftheworldeconomyandparticipationoftheWTO,EnglishhasbecomeaveryimportantforeignlanguageinChina.AlthoughthestudentsstarttolearnEnglishinprimaryschool,theircommunicativecapacityisnotsatisfactory.Becauselisteninghaslongbeenneglected,especiallyinmiddleschoollanguageteaching,studentscan’tlistenandunderstandthesentencemeaning,sotheycan’tspeak.AlsobecausethetraditionalteachingapproachhasdominatedthelisteningclassforaverylongtimeinChina,thelisteningteachingfocusonprocessesofunderstandingandthewords’meaningratherthanbeingtaughthowtogetinformationandhowtocopewiththeirlisteningproblemsinclass.
Presently,classroomlisteningteachingispaidmoreattentioninmiddleschool.However,listeningisnotaone-wayteachingactivity.Studentsthemselvesshouldparticipateintheclass.BeforecometohowtoimprovethesituationofEnglishlisteningteaching,aliteraturereviewisnecessary.
1.1DefinitionofListening
Listeningistheabilitytoidentifyandunderstandwhatothersaresaying.Thisinvolvesunderstandingaspeaker’saccentorpronunciation,hisgrammarandhisvocabulary,andgraspinghismeaning(HowattandDakin1974).Anablelisteneriscapableofdoingthesefourthingsatthesametime.
TomasScovel(2000)defineslisteningastheprocessofreceiving,attendingto,andassigningmeaningtoauralandvisualstimuli.Listeningisanactiveprocessthatincludesattending,understanding,andevaluating.Attendingistheperceptualprocessofselectingspecificstimulifromthecountlessstimulireachingthesense.Rememberingistheabilitytoretaininformationthatisheard.Evaluatingistheprocessofcriticallyanalyzingwhatyouhaveunderstoodandinterpretedinordertodeterminehowtruthful,authentic,orbelievableyoujudgethemeaningtobe.
1.2PositionofListeningInEnglishListeningTeaching
Infact,listeningisthemostfrequentlyusedlanguageskillineverydaylife.Researchersestimatethatwelistentwiceasmuchaswespeak,fourtimesasmuchasweread,andfivetimesasmuchaswewrite.Accordingtothestatistics70percentofthetimeisspentonformsofcommunicativeactivitieswhenpeopleareawakening.AsthefamouslinguistC.C.Fries(1957)said,thepremiseofstudentstolearnEnglishistolisten.
What’smore,wecanalsobeawareofthepositionoflisteninginthecurrentlisteningteaching.TheNewEnglishCurriculumStandardrequiresthatbytrainingthefourskillsthestudentsshouldacquirenotonlythebasicgrammarknowledgebutthepreliminaryabilitytouseEnglishforcommunicationaswell.WiththespreadingadoptionofthenewnationalmiddleschoolEnglishtextbooks,moreandmoreattentionhasbeenpaidtocomprehensiveabilityinvolvinglistening,speaking,readingandwritinginteachingEnglish.Asaresult,students’listeningandspeakingabilityhasbeenimprovedwidely.Since1999,listeningcomprehensionhasbeenpartoftheNMET(theNationalMatriculationEnglishTest)officiallywithaproportionof20,or30points.Italsoappearsinalmostallkindsoftestsorexams.Teachersandstudentsbegantopaymoreattentiontolisteningcomprehensionandtheyaddedsomelisteningclassesintheirdailyteaching.
Thesefactsreflectthatlisteningcomprehensionisofprimarypositioninforeignlanguagelearningandmoreandmoreemphasishasbeenplacedonthetrainingoflisteningcomprehension.Thepracticalteachingmethodstoimprovestudents’listeningabilityappeartobeachallengingsubjectforeveryteacherofEFLT(EnglishasaForeignLanguageTeaching).
1.3ReviewofStudiesofListeningComprehensionOverseasandHome
Listeningcomprehensionhasnotalwaysdrawnthesameattentionofscholarsasnowithas.Duringthe1950sand1960s,languageteachingmethodologywaspreoccupiedwiththespeakinglanguage.Listeningasamajorcomponentinlanguagelearningandteachingfirstappearedinthelate1970swithJamesAsher(1977).JamesAsher,ThedeveloperofTotalPhysicalResponse(TPR)foundthatchildrenappeartodoalotoflisteningbeforetheyspeak,andtheirlisteningisaccompaniedbyphysicalresponses.Hereferredthatlisteningshoulddevelopbeforespeaking,oncelisteningcomprehensionhasbeendeveloped;speechdevelopsnaturallyandeffortlesslyoutofit.
Similarly,theNaturalApproachrecommendsasignificant‘silentperiod’duringwhichstudentsareallowedthesecurityoflisteningwithoutbeingforcedtogothroughtheanxietyofspeakingbeforetheywere‘ready’todoso.TracyTerrellandStephenKrashendevelopedtheNaturalApproach,startingin1977;presumedstudentswoulddevelopthelisteningcomprehensionskillsinthepreproductionstage.
TheempiricalstudiesonlisteningstrategieswithChinesestudentshaveappearedinthe1990s.AnearlierstudywasconductedbyJiangZukangin1994ontherelationshipbetweenlearningstrategiesandlisteningcomprehensionwithelevenuniversitiesandcolleges,basedonalarge-scalestudyonChinesestudents.(WangWenrong,2006).
However,listeningteachingandresearchinmiddleschoolarenotsatisfactory,becausemostofthestudentsinmiddleschoolwereneverorseldomgivenlisteningtrainingandtheresearchonEnglishlisteninginmiddleschoolisalsopoor.Mostteacherstrytoimprovestudents’listeningabilitybysettinglisteningenvironment,sayingEnglishasmuchaspossibleduringtheclass,lettingstudentsdodutyreportatthebeginningofclass,usingCAIandsoon.TheteachersandstudentshavedonemuchandspentmuchtimeonEnglishlistening,buttheyonlyreceivelittleeffect.
Therefore,itisveryimportantandnecessaryforthemiddleschoolteacherstofindapositiveandusefullisteningteachingapproachandcreateafruitfulteachingmodel.
2StudiesofGroupWork
2.1DefinitionofGroup-Work
Groupworkis‘agenerictermcoveringamultiplicityoftechniquesinwhichtwoormorestudentsareassignedataskinvolvingcollaborationandself-initiatedlanguage’(Brown,1994).Thatis,groupworkisacooperativeactivityincollaborativelearning,inwhic