AnAnalysisofEnglishListeningTeaching12页word资料.docx
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AnAnalysisofEnglishListeningTeaching12页word资料.docx
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AnAnalysisofEnglishListeningTeaching12页word资料
AnAnalysisofEnglishListeningTeaching
【Abstract】Alongwithgrowingeconomicglobalizationtendency,Englishasacommunicationtoolpromotestheinternationaltradeandculturalexchange.GoodcommandofEnglishhastheprofoundinfluencetothefuturedevelopmentofthestudents.Themodernlanguageeducationtheorytakestheroleoflisteninginlanguagelearningandlanguageuseveryseriously.Listeningteachingisnotonlyatapeoflanguageteachingbutalsoakindofskilltraining.Listeningisthemostimportantpartamongthefouressentialskillsoflistening,speaking,readingandwriting.Listeningisabasicwaytogetlanguageinformation,andthebasisofincreasingotherabilities.ManyChinesestudentsthinkthatlisteningtestisthehardestpartofalltheexams.Sohowtoimprovelisteningteachingtopromotestudents'EnglishlisteningabilityistheproblemthateachEnglishteacherneedstosolve.Inthisthesis,wefirstlyintroducethepresentsituationofmiddleschoolEnglishlisteningteaching,andpointouttheexistingproblems.Thenwemakeanin-depthdiscussionofhowtodoagoodjobinlisteningteaching,andputforwardsomeeffectivesolvingmeasures.Theteachersallconcernabouthowtoimprovelearners’Englishlisteningabilitysothatlearnerscangetahighscore.DuringtheEnglishteaching,howtheteachersteachlistening,arrangeteachingactivitiesproperly,andhowtheymastervariousskillsoflisteningteachingareveryimportant.
1.Introduction
ThetraditionalEnglishteachingmodepaysattentiontoimpartknowledgewhileignoringthedevelopmentoftheability.Itpaysattentiontoreadingandwritingbutlooksdowntolistingandspeaking.Sostudents’Englishlearningeffectisnotideal.Wenecessitatethinkingtofindsolutionstounraveltheproblems.Newcurriculumstandardrequiresteacherstodevelopstudents’interestinlearning,toestablishstudents’confidenceinlearning,topayattentiontostudent-centered,andtoteachstudentsthewayoflearning.NewcurriculumstandardsupportsthereformofmiddleschoolEnglishListeningTeaching.Englishlisteningskillisacomprehensiveskillincludingunderstandingability,logicalthinkingcompetence,communicativecompetence,summarizingability.AlotofstudentshavelisteningtroublesinmiddleschoolEnglishListeningTeaching.Therearesomeaspectsthathaveaneffectonlearners'listeningunderstanding.Byanalyzingthesefactors,wecanfindasuitableteachingstrategytoarrivethestandardoflisteningteaching.TheEnglishteachersinMiddleschoolshouldseriouslyexploremodesoflisteningteachingthatorientstudents,improvelearners'listeningcompetenceandincreasetheeducatinglevel. 2.TheproblemsincurrentEnglishlisteningteaching
Listeningisimportantinstudents’Englishlearning.Achildfirstlistensforalongperiodoftimebeforehecantalk,solisteningisextremelyvitalforstudyingaforeignlanguage.Listeningcanpromotestudentslearnlanguage.ListeninghasavitalpositioninthecommunicationofEnglish.Researchshowsthatlisteningaccountsfor45%ofthewholesocialinteractions.Fromthis,wecanobservethatanexcellentlisteningcancontributetoimprovestudents’abilityoflanguagecomprehension.Andaccordingtoresearchdata,nearly50%studentsbelievethatthelisteningexaminationisthehardestoneinalltapesofexaminations.Wehavetoacceptthatthereisnoshortcutinourlife,soastheEnglishstudying.Itdiscoversthattheoriginalinitiativetostudylisteningisveryvital,whichisbenefitforstudentstolearnsuccessfully.Nowlet’slookatourmiddleschools.
2.1Singlelisteningteachingmode
Foralongtime,manyteachersandstudentsgenerallybelievethatlistenersjustpassiveaccepttheinformationwhiletheyarelistening.Inthelisteningclass,theteacherexplainsthedifficultwordsandkeywordsoflisteningmaterialstothestudentsfirst,andthenplaysthematerials.Studentscompletethetaskaccordingtothecontentstheyhaveheard.Thentheteachergivestherightanswerstolearners.Finallybasingontheperformanceofthetask,theteacherplaysthetapeagainforlearnerstomakeclearthelisteningcontent.Throughouttheprocess,studentslikemachinespassivelyacceptinformationinthelisteningmaterial.Thiskindofteachingmodeisthelisteningabilitytestratherthanteaching.Wemustrealizethatlisteningcomprehensionisamentalworkandaprocessofcomplexpsychologicalactivity.Thisteachingmodeseriouslyinfluencesthechangeofthinkingandthedevelopmentofthinking.Listeningcourseistocultivatestudents’habitsofthinkingthatthinkEnglishasthefirstlanguageratherthantrainstudentstoasimplelisteningandtranslatingmachine.Thiskindofteachingpatterneventuallyleadstobothteachersandstudentstoproducelanguoroflisteningcourseevenaversion.
2.2Ignoringtherealaimoflisteningteaching
Teachersoftenletstudentsdotheassignmentwhilelistening,
andthenverifytheanswertocompletelisteningteaching.Thiskindofteachingfocusesontheexaminationofhearingresultsbutignorestheprocessoflisteningtrainingandtheunderstandingofeffectiveinputandoutput.Thistrainingmethodiseasytoneglecttheslowerstudents,middlelevelstudentsandbelowstudents. 3.Suggestionstolisteningteaching
3.1Stimulatestudents’interest
Toattaingoodeducatingoutcomes,itisnecessarytotryhardtocreateafreshandpleasurablelearningatmosphere.Fromtheviewofpersons’psychologicalcharacteristics,interestisthemainpartofcuriosityandthemostdown-to-earthandlivelyfactorinlearningincentive.Forthatreason,wheneducating,teachersmustimportbasedonteachingobjectivescreatively,createaauthenticandattractivelearningsituationsandrelaxedatmosphere,stimulatestudents’curiosity,andgivefullplaytotheirkeennessandcreativitytoenablethemtobeactivelyinvolvedinlearning.
3.2Attachimportancetostudents’readingaloud
ReadingaloudisanecessarypartofEnglishlisteningteaching.Readingaloudmeanstoreadoutloudlyandclearly,ratherthansilentreadalreadyaccustomedbyindividualsorlowread.Onlyreadingaloudcanmakeone’smemoryofknownwordsmoresolid,particularlyforpreviouslyunfamiliarwords.Readingaloudcangraduallyunitwords’sound,formandmeaninginmind.ItcanalsohelpstudentslearntothinkinEnglishandprevailovertheobstaclesofpsychologicaltranslation.Practicehasdemonstratedthatonewhoisonlyfamiliarwithreadingsilently,andthepursuitoftranslationwordbywordneverhasastronglisteningability.
3.3Cultivatestudents’senseofEnglish
ThefocusoftheschoolEnglishlisteningteachingistobuildupstudents’senseofthephrase.Wheneducating,teachersshouldputthedevelopmentofthesenseoflanguagefirstly,adheretofollowlanguagepractice,clarify48oftheIPAthoroughly,letstudentslearnaboutthecharacteristicsoftheIPAandrequiringstudentstorecitethevowelsphoneticsymbolsandconsonantsphoneticsymbolsaccordingtothelaw,andfocusonthekeyanddifficultpoints,representandexplainlongandshortvowelsandthenotessimilartoconsonants.Throughexpressionandcontrast,studentscangetasystematicunderstandingofthesefunctionsandlawsoftheInternationalPhoneticAlphabetandrapidlymastercorrectphoneticsoundmark.Inordertomasterthespellingcapabilityandunderstandtheintegralstructureoflanguageinthecommunicativeinformation,westrengthenthesenseofEnglishlanguagebylisteningtothewords.
3.4InsistingtoteachinEnglish
AskingandansweringquestionsinclassshouldsticktouseEnglish.Intheclass,teachersshouldinsistonaskingquestionsinEnglishandstudentsshouldinsistonansweringinEnglish.GroupdiscussionsandspeakinginturnandotherformsofEnglishdiscussioncanbeordered.Teacherscangiveasummaryoftheerrorsinpronunciationandgrammarerrorsoftencommittedbystudentsandcorrectthemintime,bothtogiveconfidencetostudentstohavecouragetomakemistakes,andtoteachstudentsthewaythatmakefewermistakes.Forsomeoftenusedexpressionsandsentences,teachersshouldaskstudentstotakeholdoftheminclassassoonaspossible,aimingtohelpstudentsdevelopagoodhabittothinkinEnglishandpracticetheirEnglishreactionability. 3.5Emphasisonthepenetrationofculturalbackgroundknowledge
Ifstudentsdonotrecognizethecultureinformationoflanguage,theywillalsofaceobstaclesonthelisteningunderstanding.Forthatreason,teacher’sexplanationofthenationalandculturalbackgroundknowledgeofEnglish-languagecountriesisalsoquiteindispensable.TheaccessoftheEnglish-talkingcountries’culturalcontextshouldincludetheessentialcontentswhichhavehadathoughtfulimpactontheircommunity,suchaslegendsofancientGreekandRoman;socialcustoms,likeThanksgiving,Christmas;religion,likeChristianityandtheBible;andsocialcommunicationetiquetteandsoforth.additionally,astheexistinglisteningresourceshaveaextensiverangeofcontent,teachersshouldalsostimulatestudents’interestinlearningnewknowledgeandhelpthemimprovetheirabilityoflisteningcomprehensionthroughacertaindegreeofintroductionoftherelatedbackgroundknowledgeinvolvedinthematerial.
3.6Choosingtheappropriateteachingmaterial
Oneofteachers’mostsignificanttasksistochoosetheappropriatelisteningmaterialsforstudents.IftheteacherSelectsinterestinglisteningmaterialsinrightleveloflanguage,providesexplicitdirectionandplansco
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