AnAnalysisofEnglishListeningTeaching12页word资料.docx

1、AnAnalysisofEnglishListeningTeaching12页word资料AnAnalysisofEnglishListeningTeaching 【Abstract】Along with growing economic globalization tendency， English as a communication tool promotes the international trade and cultural exchange. Good command of English has the profound influence to the future dev

2、elopment of the students. The modern language education theory takes the role of listening in language learning and language use very seriously. Listening teaching is not only a tape of language teaching but also a kind of skill training. Listening is the most important part among the four essential

3、 skills of listening， speaking， reading and writing. Listening is a basic way to get language information， and the basis of increasing other abilities. Many Chinese students think that listening test is the hardest part of all the exams. So how to improve listening teaching to promote students Engli

4、sh listening ability is the problem that each English teacher needs to solve. In this thesis， we firstly introduce the present situation of middle school English listening teaching， and point out the existing problems. Then we make an in-depth discussion of how to do a good job in listening teaching

5、， and put forward some effective solving measures. The teachers all concern about how to improve learners English listening ability so that learners can get a high score. During the English teaching， how the teachers teach listening， arrange teaching activities properly， and how they master various

6、skills of listening teaching are very important. 1. Introduction The traditional English teaching mode pays attention to impart knowledge while ignoring the development of the ability. It pays attention to reading and writing but looks down to listing and speaking. So students English learning effec

7、t is not ideal. We necessitate thinking to find solutions to unravel the problems. New curriculum standard requires teachers to develop students interest in learning， to establish students confidence in learning， to pay attention to student-centered， and to teach students the way of learning. New cu

8、rriculum standard supports the reform of middle school English Listening Teaching. English listening skill is a comprehensive skill including understanding ability， logical thinking competence， communicative competence， summarizing ability. A lot of students have listening troubles in middle school

9、English Listening Teaching. There are some aspects that have an effect on learners listening understanding. By analyzing these factors， we can find a suitable teaching strategy to arrive the standard of listening teaching. The English teachers in Middle school should seriously explore modes of liste

10、ning teaching that orient students， improve learners listening competence and increase the educating level. 2. The problems in current English listening teaching Listening is important in students English learning. A child first listens for a long period of time before he can talk， so listening is e

11、xtremely vital for studying a foreign language. Listening can promote students learn language. Listening has a vital position in the communication of English. Research shows that listening accounts for 45% of the whole social interactions. From this， we can observe that an excellent listening can co

12、ntribute to improve students ability of language comprehension. And according to research data， nearly 50% students believe that the listening examination is the hardest one in all tapes of examinations. We have to accept that there is no short cut in our life， so as the English studying. It discove

13、rs that the original initiative to study listening is very vital， which is benefit for students to learn successfully. Now lets look at our middle schools. 2.1 Single listening teaching mode For a long time， many teachers and students generally believe that listeners just passive accept the informat

14、ion while they are listening. In the listening class， the teacher explains the difficult words and keywords of listening materials to the students first， and then plays the materials. Students complete the task according to the contents they have heard. Then the teacher gives the right answers to le

15、arners. Finally basing on the performance of the task， the teacher plays the tape again for learners to make clear the listening content. Throughout the process， students like machines passively accept information in the listening material. This kind of teaching mode is the listening ability test ra

16、ther than teaching. We must realize that listening comprehension is a mental work and a process of complex psychological activity. This teaching mode seriously influences the change of thinking and the development of thinking. Listening course is to cultivate students habits of thinking that think E

17、nglish as the first language rather than train students to a simple listening and translating machine. This kind of teaching pattern eventually leads to both teachers and students to produce languor of listening course even aversion. 2.2 Ignoring the real aim of listening teaching Teachers often let

18、 students do the assignment while listening， and then verify the answer to complete listening teaching. This kind of teaching focuses on the examination of hearing results but ignores the process of listening training and the understanding of effective input and output. This training method is easy

19、to neglect the slower students， middle level students and below students. 3. Suggestions to listening teaching 3.1 Stimulate students interest To attain good educating outcomes， it is necessary to try hard to create a fresh and pleasurable learning atmosphere. From the view of persons psychological

20、characteristics， interest is the main part of curiosity and the most down-to-earth and lively factor in learning incentive. For that reason， when educating， teachers must import based on teaching objectives creatively， create a authentic and attractive learning situations and relaxed atmosphere， sti

21、mulate students curiosity， and give full play to their keenness and creativity to enable them to be actively involved in learning. 3.2 Attach importance to students reading aloud Reading aloud is a necessary part of English listening teaching. Reading aloud means to read out loudly and clearly， rath

22、er than silent read already accustomed by individuals or low read. Only reading aloud can make ones memory of known words more solid， particularly for previously unfamiliar words. Reading aloud can gradually unit words sound， form and meaning in mind. It can also help students learn to think in Engl

23、ish and prevail over the obstacles of psychological translation. Practice has demonstrated that one who is only familiar with reading silently， and the pursuit of translation word by word never has a strong listening ability. 3.3 Cultivate students sense of English The focus of the school English li

24、stening teaching is to build up students sense of the phrase. When educating， teachers should put the development of the sense of language firstly， adhere to follow language practice， clarify 48 of the IPA thoroughly， let students learn about the characteristics of the IPA and requiring students to

25、recite the vowels phonetic symbols and consonants phonetic symbols according to the law， and focus on the key and difficult points ， represent and explain long and short vowels and the notes similar to consonants. Through expression and contrast， students can get a systematic understanding of these

26、functions and laws of the International Phonetic Alphabet and rapidly master correct phonetic sound mark. In order to master the spelling capability and understand the integral structure of language in the communicative information， we strengthen the sense of English language by listening to the wor

27、ds. 3.4 Insisting to teach in English Asking and answering questions in class should stick to use English. In the class， teachers should insist on asking questions in English and students should insist on answering in English. Group discussions and speaking in turn and other forms of English discuss

28、ion can be ordered. Teachers can give a summary of the errors in pronunciation and grammar errors often committed by students and correct them in time， both to give confidence to students to have courage to make mistakes， and to teach students the way that make fewer mistakes. For some often used ex

29、pressions and sentences， teachers should ask students to take hold of them in class as soon as possible， aiming to help students develop a good habit to think in English and practice their English reaction ability. 3.5 Emphasis on the penetration of cultural background knowledge If students do not r

30、ecognize the culture information of language， they will also face obstacles on the listening understanding. For that reason， teachers explanation of the national and cultural background knowledge of English-language countries is also quite indispensable. The access of the English-talking countries c

31、ultural context should include the essential contents which have had a thoughtful impact on their community， such as legends of ancient Greek and Roman； social customs， like Thanksgiving， Christmas； religion， like Christianity and the Bible； and social communication etiquette and so forth. additiona

32、lly， as the existing listening resources have a extensive range of content， teachers should also stimulate students interest in learning new knowledge and help them improve their ability of listening comprehension through a certain degree of introduction of the related background knowledge involved in the material. 3.6 Choosing the appropriate teaching material One of teachers most significant tasks is to choose the appropriate listening materials for students. If the teacher Selects interesting listening materials in right level of language， provides explicit direction and plans co