How to improve the ability of listening.docx
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How to improve the ability of listening.docx
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Howtoimprovetheabilityoflistening
Howtoimprovetheabilityoflistening,speaking,readingandwriting
iIntroduction
ThepurposeofmiddleschoolEnglishteachingistoimprovethestudents'fourskillsoflistening,speaking,readingandwriting,withthebaseofnecessaryphonetics,largevocabularyandgoodgrammar,butthisisnotthefinalpurpose.thefinalpurposeistolotletstudentsbeabletousethelanguage.
WhydowestudyEnglish?
Ifamanisonlygoodatlisteningandspeaking,canwesaythatheisgoodatEnglish?
No,ifamanisonlygoodatreadingandwriting,canwesaythatheisgoodatthelanguage?
No,ifastudentisgoodatEnglish,heshouldbeabletousethelanguage,bothinspeakingandwriting.
NowmostofthestudentsdobetterinreadingandwritingEnglishthaninlisteningandspeaking.Theycanreadandwrite,buttheycanhardlycommunicate.Theycanhardlyexpressthemselveswiththeirownwords.Thisispartiallybecauseofourexaminationsystem,andpartiallyoftheteachingmethod.Wearenotabletochangetheexaminationsystem,butwecanimproveourteachingmethod.
Mostofalltheteachersliketoprovidethestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon.Theyarefocusingthesethings,especiallyonthegrammar.Yes,thestudentsdoneedthese,butmanyteachersforgettoteachthemhowtostudyEnglish,andhowtouseit.Sowhenyouaregivingtheknowledgetothestudents,don'tforgettoteachthemalltheabilitiesofthefourskills.
ii.Waysondevelopingthefourabilities
1.Listening
Theteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan'tsaythatyouhavemasteredthelanguagewithoutanyoneofthem,listening,oneofthemeansoflanguagecommunication,isusedmostwidelyinpeople'sdailylives.About45%ofanadult'stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.inlinguistics,givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisteningcomprehension.
Ihavedoneaninvestigation.about43.2%ofthestudentsthinkthatthemostbotheringandthemostdifficultislisteningcomprehension,andevensomeofthemhavesomedifficultiesinunderstandingtheirteacherwhogiveslessonsinEnglish.
Withoutquestion,itisdifficultforamiddleschoolstudenttounderstandthelisteningmaterial,ifhehasn'tenoughvocabularyandtheabilityoftellingthegrammarconstruction.Inmyinvestigation,about35%ofthestudentswithlowlisteningcomprehensionthingthisisbecausetheydon'tunderstandorknowtheknowledgeaboutlinguistic,theyarenotabletotellthemeansofawhattheyhaveheard.Inmyanotherinvestigation,studentswereaskedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.but85%ofthemthoughtitwastoodifficult.Then,usingthesamedialogueasareadingcomprehensionmaterial,ifoundonly5%ofthemthoughtitwasalittledifficult,ontheotherhandtheresponseabilityisalsoanotherreason.Itisclearthatthereadingspeedofamaterialalsoaffects.about43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn'tfollow.
Alotofstudentshavetheirownlisteninghabits.Somestudentsoftentrytounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderstandthematerialdirectly,theyoftentranslatetheEnglishintochineseintheirhearts,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Youshouldcatchthemostimportantpoints.
Thenhowtoimprovethestudents'listeningskill.Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadybeenagoodlistenerandspeaker.Butforaforeignlanguage,youcanmeetitonlyinformalplaces,classes,forexample,otherwise,youcanhardlyhaveachancetomeetit.SoIthinkyoushouldtrytoletthestudentsbeinalanguageenvironment.Letthestudentsgraspthephoneticsymbol.ithinkthephoneticsymbolisthebase.Agoodintonationandphoneticdependsonthebase.Oralreadingafteraradioorateacherisagoodwayatthebeginning,studentsshoulddomuchaboutit.Payattentiontotheoralreadingskill,itincludesstress,strongform,weakform,intonationincompleteplosiveconsonant,affricateconsonant,syllableandsoon.Trainingandpracticingtheoralreadingisnotaday'sword.theteachermustgivecorrectinformationaboutit.thereisnoeasyway.
Enlargethestudents'knowledgeaboutEnglish.Encouragethestudentstoreadsomethingintheirsparetimeaboutgeography,history,culture,storiesandsoon.Forexample,therearetwomaterialsofthesamedifficulty.Oneexplainssomethingaboutchina'sSpringFestival,theotherisaboutThanks-givingDayofthewesterncountries.Theformeriseasytounderstandbutthelatterismoredifficult.Whyitisclearlybecausethestudentsknowlittleaboutthelatter.
Bothlisteningtestandlisteningpracticearenecessary,butpracticeismoreimportant.
Youcanunderstandyourstudentsthroughlisteningtests.Onlythroughthepracticecanthestudentsimprovetheirlisteningcomprehension.
Ⅱ.Speaking
Speakingcan'tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.Thetraditionalwayoflisteningandspeakingisaural-oralmethod.Now,thenewmethodoftwo-waycommunicationisverypopular.
Asyouknowthatanyteachingmethodhasitspsychologicalbase.Theaural-oralmethodbeganinthe1940's.itisbasedonbehaviourism.Oneofitspsychologicaltheoryisthatlearningalanguageisformingasetofnewlanguagehabit.
Thisisitsusualprocess:
stimulus-response-reinforcement.
Theaural-oralmethodisfitfortheteachingofbeginningstage.Itfocusesonthepracticeoforalenglishdrills.Buttoomanydrillsarebeingpracticedwithoutanycontextorgivenconditions.Sowhatislearnedisisolatedclauses.andithasfewcommunicativefunctions.
Thetwo-waycommunicationmakesupforthedefectincommunicativeabilityinthetraditionalteaching.Two-waymeanstherelationshipofthecommunicationbetweentheteacherandthestudents.
Thisrelationshipisconnectedwiththecommunicativeactivitiesbetweentwopeople.Thismethodisdifferentfromthetraditionalaural-oralmethod.Butitalsobasesontheprocessofs-r-r.Sowecallitamewtypeofaural-oralmethodhassomepeculiarities.
ItcancreateafreshenvironmentforspeakingEnglish.Itneedssomenecessaryexplanationsofgrammar,includingsomesentencestructures.Herearethemajorwayofpractice.Teacherscancontrolthepracticewhollyorpartly.Thepracticecanalsobecontroledbystudentsfreely.theinternalforceofstudyisnotduetotheinsterestsinphoneticstructure,butthecontentofthematerial,tomakethecorrectresponse,thestudentsareaskedtopaymoreattention.
Forexample:
Teacher:
Askmeifiamastudent.
Student:
Areyouastudent?
T:
Tellme-no,you'reateacher.
S:
No,i'mateacher.
Inthisexample,"askme"meansthatthestudentmustsayaquestionsentencewhile"tellme"showsthatthestudentmustsayadecarativesentence.butbeforedoingthis,theteachermustexplainsomethingabouttheexchangeofinterrogativesentenceanddeclarativesentence.Thetwo-waycommunicationcanlengthenthedialoguelimitlessly.Thisisitsadvantage.Atthesametime,ifthestudentwantstogivethecorrectresponse,hehastothinkithard,thesentenceisnoteasilyforgottenwhichisereatedbythemselvesthroughthinking,sometimeswiththeteacher'shint.Youcantalkfreely.Youcanexpressyourselfaswellasyoucan.forexample:
T:
Askmehowmangpeoplethereareinmyfamily.
S:
Howmanypeoplearethereinyourfamily?
T:
Tellme-therearefive.
S:
Therearefive.
T:
Askmewhatmyprreutsdo.
S:
Whatdoyourparentsdo?
T:
Tellme-yourfatherisateacherandyourmotherworksinacompany.
S:
Myfatherisateacherandmymotherworksinacompany.
T:
Askmeifmyfatherlikeshisjob.
S:
Doesyourfatherlikehisjob?
T:
Tellme-sure,helikesteachingverymuch.
S:
Sure,helikesteachingverymuch.
Alltheseresponsesformacompletedialogue.
A:
Howmanypeoplearethereinyourfamily?
B:
Therearefive.
A:
Whatdoyourparentsdo?
B:
Myfatherisateacherandmymotherworksinacompany.
A:
Doesyourfatherlikehisjob?
B:
Sure,helikesteachingverymuch.
Ifyouwanttoaskmoreabout"father"orotherfamilymembers,thedialoguecangoonasfarapossible.
So,inaword,theaural-oralmethodisnotaout-of-dateone,butausefulone.Especiallyitisfitforthebeginningstage.Itattachestheimportancetotheoraldrills,andhasabadcommunicativefunction.Itisonlyusedtoaphoneticbase.Afterall,theaimofthelanguagelearningistocommunicate.Sothetwo-waycomunicationismoreeffectiveanddirect,butitisalsofitforthebeginningstage.
Ⅲ.Reading
Readingisanimportantwayofgaininginformationinforeignlanguagelearning,itisabasicskillforaforeignlanguagelearner.Thereisalotofreadingexercisesinanexaminationtoday.Butallthesereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoread
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