我的论文三槁定wxm.docx

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