The Application of Pictures in English Listening Comprehension in Primary School.docx

1、The Application of Pictures in English Listening Comprehension in Primary SchoolThe Application of Pictures in English Listening Comprehension in Primary SchoolAbstractIn recent years, listening comprehension has received increasing recognition as a language skill that ought to be researched and tau

2、ght in its own right. In our everyday communication time, listening takes up as much as 50%. But in the foreign languages learning process, people generally feel that it is difficult to foster and improve ones listening ability. Thus , it is urgent for us English teachers to search for effective way

3、s in teaching listening comprehension, help the students improve their listening ability from the very beginning of studying English. This paper will try to find a new way of using pictures in teaching English listening comprehension in order to help the students improve their listening ability.Key

4、words: English listening picture problem摘 要 近年来，英语听力能力作为一种应该有自己独特的研究与教授方法的语言能力，受到了人们越来越多地关注。在我们的日常语言交际中，听力占据了多达百分之五十的部分。然而，在外语学习过程当中，人们普遍认为夯实与提高英语听力理解能力是十分困难的。因此，作为小学英语教师，寻求一种合理有效的听力教学方法在英语学习之初就帮助学生夯实英语听力能力，是我们当前面临的一项急迫而艰巨的任务。在这篇文章中，我试图找到一种把图片更加有效的应用于英语听力教学的方法，进而达到提高学生英语听力水平的目的。关键词：英语听力 图片 问题Introdu

5、ctionListening takes up as much as 50% of our everyday communication time. It is a main channel of classroom introduction. In recent years, listening comprehension has received increasing recognition as a language skill that ought to be researched and taught in its own right. Many language teachers

6、give it a systematic attention and listening activities are now central to many language teaching course books. An important skill as it is, listening is probably the most difficult one to learn and teach. Teachers have the challenging task of helping students improve their ability in a language ski

7、ll for communication that is largely unobservable. According to the modern education theory, listening is no longer a receptive skill as it used to, it has already become an active and purposeful skill for communication. The task of listening teaching comprehension is to help students understand the

8、 authentic materials in the reallife listening communicative situations successfully and able to grasp the effective information, thus achieve their aim of communication.In many , perhaps most , cases the listener is required to give some kind of overt , immediate response to what has been said .Thi

9、s may be verbal ( the answer to a question , for instance ) or non verbal ( action in accordance ,with instructions or a nod of the head , for example ). Even lecture or orator gets some sort of feedback from his audience in the form of facial expression, eyecontact interruptions, note-taking. Only

10、if the message is coming via electronic equipment when the speaker is neither physically present nor addressing himself to the listener as an individual, is no overt response usually required or forthcoming.Yet many classroom listening comprehension exercises demand no response until the end of fair

11、ly long stretches of speech, so that when it comes this response is very largely a test of memory rather than of comprehension. Occasionally exercises like these , and others that demand no overt response at all certainly have their place , but on the whole listening task should , I feel , be based

12、on short , active responses occurring during , or between parts of , the listening passage rather than at the end .As English teachers, it is urgent for us to try our best to find out the right ways to help the students improve their listening ability as well as their English level.1. Theory Backgro

13、und Listening comprehension is a really complicated process of information organization. In order to better instruct our listening teaching practice, we need to learn about related theories on listening comprehension at first. 1.1 Psychology According to different sources of stimulation, the feeling

14、 can be divided into external and internal sense of feelings. External sensory include vision, hearing, smell, taste and skin sense. Different sense of feelings have a certain kind of influence on each other, that is, the sensitivity of a certain stimulus will change with the changes of stimulus oth

15、er receptors receive.1.1.1. Intuitional instructionIn accordance with the laws of perception, we can know, in the teaching process, especially with primary school students, intuitional instruction is the best way that we can use. Teachers can provide some entities or the specimens of maternal object

16、s, can do some demonstration experiments, or organize some educational excursions, so that students can understand the things more vividly. Teachers can also provide Sense data to simulate the physical image on purpose, such as pictures, charts, slides and so on. We should understand that although t

17、here is no time and space limits for words, it is not as good as real objects and pictures, as they are more attractive, especially for little pupils. If speech is the only teaching form of a class, it will be too monotonous, and it will be too difficult to make primary school students focus on the

18、teaching materials for the whole class time. If the teachers can organize the teaching materials based on the teaching content and the characteristics of the students ages, and make a good combination of speech and entities, then the students can understand the acknowledge more accurately.1.1.2. Ena

19、ble students to use of a wide range of senses to feel the objectsIf the student can use a variety of senses to understand an object, then a variety of sensory information will be delivered to the brain, and thus can gain a comprehensive understanding of the object. A study shows that only 15% of all

20、 of the information can be remembered just through listening, 25% can be identified just through seeing, but when combined together, it can be reached up to 64%.1.2 Second language learning Visuals have an important function as aids to learning, simply because they attract students attention and hel

21、p and encourage them to focus on the subject in hand. It is relatively difficult to concentrate on spoken material that is heard blind, far easier if there is something relevant to look at. If this something is conspicuous, colorful, humorous, dramatic or in motion-so much the better: striking and s

22、timulating visual ages are likely to heighten students motivation and concentration. The teacher can be her own visual aid, of course, by acting or miming.Visuals-based exercises are interesting to do and potentially very defective.Picture-based activities are suitable on the whole for younger learn

23、ers. Pictures used should be clear representations of subjects, people and scenes whose description is more or less within the lexical range of the class. They should include enough detail and variation to allow for plenty of description and imaginative elaboration. Black-and-white carton-type sketc

24、hes are best as they are usually very clear and easily reproduced.Over-detailed pictures are confusing and difficult to scan, faced with complicated pictures, student will have to spend some minutes working out what it all means before they can even begin to thin about listening, and will also be de

25、layed during the listening passage itself founding their way about the material in order to make appropriate responses.Over-elaborate visuals occur frequently in published task-centered listening exercises. The teacher is advised to check this point carefully before presenting such exercises in clas

26、s.2 Existing Problems in English Listening Teaching2.1 Low satisfaction with English listening teaching classesAccording to a research made by a English teacher recently ,we can know that : students are not really satisfied with the English listening teaching classes , only 43.2% are really satisfie

27、d or satisfied with their English listening teaching class, 78.4% of the students think that English listening is difficult or very difficult; 44.35% have strong interests in English listening, and 55.7% say they have no interests in it, which is 11.35% higher than the amount of students who is inte

28、rested in English listening. From this we can know that there do exists something that should be affirmed in English Listening Teaching, but there are still some quite serious problems that waiting for us to solve.2.2 Lacking of using various teaching resources and methodsAs to the teaching resource

29、s and teaching methods, in English listening classes, there is almost no teachers who have made full use of the existing audio-visual equipment or teaching techniques or other means, etc. in most Listening training classes, the tape recorders is the main equipment the teachers use, and only 4.55% of

30、 the students say their teachers ever used pictures in their listening classes, and 11.36% of the students say their teachers used to draw some simple pictures in their classes, almost no other means, such as language laboratories, computers, slides, film and so on, have ever been used in English li

31、stening teaching classes. However, we almost have all of the new language knowledge acquired through the visual channel. Scientific research shows that: one can acquire about 83% of knowledge through the visual sense, 11% hearing, 1% taste, 1.5 % touch, and about 3.5% from the sense of smell. Audio-

32、visual educational survey made in France shows that only 15% of all of the information can be remembered just through listening, 25% can be identified just through seeing, but when combined together, it can be reached up to 64%.2.3 barriers on psychological factorsIt is very important of students to

33、 have a good state while listening. Students should get clear that listening is the first step of any language learning, they should pay more attention to learn it well at the very beginning.The process of listening comprehension is a very complicated psychological one. Linguists tell us that it is eas