lunwen修改稿01281.docx

1、lunwen修改稿01281EffectiveActivitiestoImproveJunior High SchoolStudentsListeningAbilityWritten by：Che Houxiang AbstractIn the four English skills, listening is the most important and most difficult one. How students can improve their listening , becomes the subject that junior middle school teachers ca

2、re. During the English teaching, it is important for teachers to master the skill of designing the listening activities. In this article, we start with the conditions of the middle school listening teaching, point out some problems and design some activities in the beginning of the class. Then we fo

3、cus on some activities of teaching English listening and insist that the activities should be emphasized on the process of listening. Key words : listening ; barrier; teaching activity designing 摘 要在听，说，读，写四项技能中，听是最基础的，最重要的技能。它不仅是获取语言信息的主要途径，还是提高其他技能的基础。许多学生认为听力能力的测试是所有测试中最难的部分。在本篇论文中，介绍了现在中学听力教学的情况

4、，指出存在的一些问题，针对课前的一些较短的时间设计了一些教学活动。然后集中介绍了听力教学活动的设计，强调听力教学活动应将目光集中在听力的过程上，而非其结果上。在英语教学中，教师如何进行听力教学，精心设计教学活动，如何掌握听力教学的各种技巧显得十分重要。关键词：听力；障碍；设计教学活动Contents Chapter 1 IntroductionIt is true that listening, speaking, reading, and writing are four basic skills in language teaching and learning. Listening is

5、 very important skill. Listening is essential for developing other skills and provides a basis for language learning. But it is also the most difficult of all the learning skills for learners to master.1.1The importance of listeningListening is very important in language learning. Listening is the b

6、asic form when people communicate with each other. Listening develops more and more important with Chinas open and reform. Let the students listen, then they can communicate with others. Listening to a foreign language is hard work, especially for student. In the early stages, the students may spend

7、 much of their time listening to the teacher while simple instruction, as in TPR. The teacher will have to decide how much of the general “class language” such as instruction, questions or praise will be in the students and how much in English. It is important to remember that listening is not a pas

8、sive activity always asking children to simply “and remember” may make them feel anxious, places a great strain on their memory and tends not to develop listening skills. The teacher will be able to support students understanding more effectively if the teacher directs students attention to specific

9、 points that have to be listened for.1.2 How to improve listening abilityNow most of the students do better in reading and writing English than in listening, this is partially because of our examination system, and partially of the teaching method. We are not able to change the examination system, b

10、ut we can improve our teaching method. Improving listening ability is a long time work. Listening is an important means of language. “It is one of the important ways in English language communication. According to Rivers study indications, listening occupies 45% of the whole social interactions. Fro

11、m this, we can see that a good listening can help to improve students ability of language understanding. And some statistics show that nearly 50% students regard listening comprehension as the most difficult part among all kinds of examinations.”1(p12 )1.3Listening is a good way to learn English . I

12、n a word, Listening proved to be a proper and effective method of foreign language teaching during the teaching of foreign language we should follow the rules of foreign language learning and make full use of learning listening in advance As a result, listening would drive reading and writing and sp

13、eaking. Listening is a good way to learn English well. Chapter 2 Problems of Listening2.1 Analysis of theFactorsInfluencingtheListeningComprehensionNow in our middle schools. What most teachers do in class is merely to play the recorder and check answers to listening exercises. So most students can

14、hardly learn anything in class, and listening comprehension gives much headache. Hence, in teaching listening comprehension, it is very important for teachers to find the problems students have and suitable ways to solve the problems. English teaching and learning asks for quite some challenges. The

15、 challenges are the lack of adequate linguistic environment, the strong interference from their mother tongue, the overcrowded classrooms and the lack of sufficient time for English study on the students side. And students are having quite a few subjects on hand and shouldering the great task of all

16、-respect full development in schools. And, in many junior school， it is true that Chinese students are not so influent as those in Western countries mainly because they lack self-confidence and they are afraid of making mistakes . In order to make themselves understood by all the students, some teac

17、hers would explain the grammar rulers or even the texts in Chinese rather than in English in class. Thus, students get fewer opportunities to improve their listening skills.Listening is an important learning. But many students regard listening comprehension as the most difficult one among all kinds

18、of examinations. Where are their barriers? How to train some tactics for them? Thats what I am going to talk about here.2.2 About the Teacher AspectWe know the largest difference between mother language learning and foreign language learning is the environment. A child can soon learn his mother lang

19、uage well. He has heard a lot before he can say something and walk. Then after he is able to walk and say, he has a chance of listening to more. Before he goes to school, he has already been a good listener and speaker. But for a foreign language, you can meet it only in formal places, classes, for

20、example, otherwise, you can hardly have a chance to meet it. So I think you should try to let the students be in a language environment. The English environment in China is different from other countries e.g. Canada. In China, English is a foreign language (EFL), not a second language (ESL). Both st

21、udents and teachers are doing their jobs under this condition which is quite different from that such as in the US. For example, Chinese immigrant students in Canada can learn English more quickly than those in China. Why? Because English is regarded as their second language in Canada. They enjoy a

22、much better English environment as well as have English high motivations. This is what is needed in China. What those students in China need is this authentic language environment which isnt easy to be created in China.2.3About the Learning AspectListening comprehension is the summation of hearing a

23、nd understanding. Enlarge the students knowledge about English. Encourage the students to read something in their spare time about geography, history, culture, stories and so on. For example, there are two materials of the same difficulty. One explains something about Chinas Spring Festival; the oth

24、er is about Thanks giving Day of the western countries. The former is easy to understand but the latter is more difficult. Why? It is clearly because the students know little about the latter. If you have a better level about English knowledge, you may be capable of understanding very well in listen

25、ing to the materials, and may have an excellent response to any questions asked by the speakers on the tapes. Chapter 3 How to Improve Students Listening AbilitiesAmong the four skills ,Listening is very important .There are three stages in listening activities for language learners: prelistening, w

26、hile alistening, postlistening, which will discuss in detail as follow:3.1 Pre-listening ActivitiesPre-listening Activities is very important (1).By posing the tasks before th students listen to the topic, they are given a purpose for listening, which forces them to focus on selected information. (2

27、).The listener brings an orientation to a listening event. By opening up the topic, it arouses certain expectations and mentally prepares the students for the topic, it may also activate latest knowledge of vocabulary associated with the topic.(3).Activating learners scripts and tuning in their prio

28、r knowledge about the topic helps to relate their background knowledge to the topic to be heard, thus enhancing the comprehension and interpretation of the received message.(4).By brainstorming what they know about the topic before listening, learners will be able to compare what they know with what

29、 they are going to hear, and listen selectively.” 5 (p10) 3.1.1 Giving a Purpose for Listening No less than in speaking, the listening process means that the learner must be motivated by a communicative purpose .This purpose determines to a large extent what meanings they must listen for and which p

30、arts of the text are most important to them. For example, there may be parts where he does not need to understand every detail, but only to listen for the general gist. There may be other parts where a topic of special significant arises, requiring them to listen for more detailed informationfor exa

31、mple, so that they can report about the topic to other members of a group. At other times, a task may require them to listen for specific pieces of information distributed throughout the text. “The activities will be grouped according to the kind of response that the learner must produce:(1)Performi

32、ng physical tasks (e.g. selecting pictures)(2)Transferring information (e.g. into tabular form)(3)Reformulating and evaluating information” 6 (p67-68)3.1. 2 Choosing the Appropriate MaterialsBefore having the class, teachers must choose and analysis the materials. “Teacher needs to listen to the tape all the way through .That way, they will be prepared for any problems, noises, accents etc. That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” 7 ( p100) By doing so, the teacher wil