英语听力教学论文正文.docx
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英语听力教学论文正文.docx
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英语听力教学论文正文
I.Introduction
Languageisthetoolwhichpeopleusetocommunicatewitheachother.Learning,speaking,readingandwritingarethefundamentalskillsinEnglishlistening.1Innativelanguagestudy,peopleseemtoautomaticallyknow“howtolisten”and“whattheyarelisteningfor”.ButforEnglishlearners,listeningisverychallenging.Atpresent,theteachingoflisteningisconsideredoneofthemostimportantteachingcourses.Listeninggreatlyaffectscommunicativeability.Forthisreason,itisnecessaryforstudentstobreakthroughtheobstaclestothelisteningandtoimprovetheirabilities.Inrecentyears,theoriesontheteachingoflisteninghavebeenputforwardandthefocusofattentionhasshiftedfromtheteacher,whohastendedtobethecenteroftheclass,tothestudents.ListeningandspeakingarethekeyfeaturesofEnglishclasses.Englishteachersshoulddevotetothereformsofteachingsystemsandadoptsuitableteachingmethodssothattheycouldimprovethequalityoflisteningteaching.Inthisthesis,someissuesrelatedtoimprovingseniorstudents’listeningabilityinChinesemiddleschoolclassroomsaretobediscussed.
II.TheReasonsandtheGoalofTeachingListening
A.TheReasonsofTeachingListening
Nowadays,studentsareexposedtodifferentvarietiesofEnglish,forexample,BritishEnglish,AmericanEnglish,AustralianEnglish,andIndianEnglishandsoon.InBritishEnglish,therearemanydifferentdialectsandaccents.Thedifferencesarenotonlyinpronunciationbutalsoingrammar.“Teachinglisteningcanhelpstudentstoacquirelanguagesubconsciouslyevenifteachersdonotdrawattentiontoitsspecialfeatures.Exposuretolanguageisafundamentalrequirementforanyonewhowantstolearnit.Listeningtothetapesprovidessuchexposure.”2Studentsgetvitalinformationnotonlyaboutgrammarandvocabularybutalsoaboutpronunciation,rhythm,intonation,pitchandtense.Themorestudentslistento,thebettertheirlisteningabilitiesare.InEnglishteaching,firsttheylistentoallkindsofsoundsaroundthem,andimitatethesounds,andthentheybegintospeak.Fromthispointwecanseethatlisteningisveryimportantforimprovingspeakingability.WecansaythattherewillbenoEnglishimprovingwithoutlistening.Sotheteachersmusttrytheirbesttoimprovethestudents’listeningability.
B.TheGoalofTeachingListening
Listeningisthemostfundamentalandthemostimportantlanguageskill.WelistentoEnglishsongs,andwatchTVormoviesinEnglish.Inconversationorinterviewswithforeigners,wefirstlistentothembeforewemakeanyappropriateresponse.WithoutgoodlisteningskillsinEnglish,wewouldhavegreatdifficultyincommunicatingwithnativespeakers,andlackoftrainingresultin“deafanddumb”.WewillhaveaquickunderstandingofwhatEnglishpeoplearesaying,andthenwewillcommunicatebetter.NewEnglishcoursebooksinmiddleschoolco-editedbypublishersathomeandabroad,heraldedanewageinChina’ssecondaryEnglishteaching.Moreandmoreattentionhasbeenpaidtoanall-rounddevelopmentofthefourbasiclanguageskills,especiallytothedevelopmentoflisteningskill,whichusedtobeneglectedinmostEnglishclassesinChina.
AccordingtonewStandardofEnglishCurriculum:
teachingEnglishintheseniormiddleschoolistohelpstudentsfosterthesimon-purepronunciation,tostrengthentheirlisteninglevel.”Teachinglisteningisnotonlypartoftheteachingcontextbutalsoanimportantmeanstoorganizealltheproceduresinclass.Throughoutthewholeteachingprocess,wedevelopstudents’listeningskillsinthehopethattheycanunderstandtheassociationbetweenthesoundandthegrammarstructures,andthatstudentswillbeabletorecognize,discriminateandcomprehendthewordsandsentences.
Inaword,inlisteningclassroom,theteachersshouldemphasizetheabilityoflanguage’communication,thelisteningcomprehensionisplacedinthefirstplace.Forexample,whenyoutalktosomeone,firstofallyoushouldunderstandwhatheorsheistalkabout.Sotoday’slisteningteachinginclassroomisnotonlytoteachforlistening,butalsoletstudentknowsomebackgroundofthelisteningmaterial.Thestudentmaybeeasiertoimprovetheirlisteningability.
III.TheReasonsofStudents’PoorListening
Learninglanguageisinordertocommunicate.Ofthefourlanguageskillsmanystudentsfeelthatlisteningarethemostdifficult.Students,whoevenbegoodatreadingandwriting,haveknowledgeoflistening.Whatarethereasonsforthissituationcaused?
A.TeachingFactor
Intraditionalteaching,studentsjustlistentotapeswithearphones,andthenanswerlisteningcomprehensionquestionsbysayingthechosenanswerA,B,C,orD.Theteachermaynotpreparehislessonwellornocontroloverthespeedoftheinputthemeaningofthematerialheard.
Ifthelisteningmaterialcontainssomenewwords,newsentencepatternsornewgrammaticalpoints,itisverydifficultfornon-nativelearnerstocatch.Whatismore,thereismuchassimilation,linking,weakeningorelision,and,sometimesmovementofstressorchangeintheflowoflanguage.Producingsuitablediscourse,someofthediscourseistoodifficulttothesamelevelstudents.Andthematerialsshouldnottoolong.Whentheteacherchoosesthelisteningmaterial,he/sheshouldknowwhatmaterialissitforstudents.
Thereexistsanotherprobleminlisteningclassroom.Students’listeningcomprehensionislimitedbythetraditionalteachingmethodsandunpopularteachingequipment.EspeciallysometeachersalwaysusemothertongueasamediumforteachinginEnglishclasses,stressthegrammartotheneglectoftrainingofcommunicativeability.Itgetsthestudentsintodull,anddirectlyinfluencesthedevelopingoflisteningandspeaking.
B.Students’Factor
1.LinguisticObstacles
Listeningisregardedasthemostdifficultskilltoacquire.Manystudentscomplainthattheylackthenecessaryequipment,suchastapeplayers,VCRs,VCDs,andcomputers;theylackreal-lifesituationwherenativespeakersaretalking,andsoon.Theircomplaintssoundreasonable,buteveniftheyareprovidedwithnecessaryequipment;learnerswillhavemanyotherproblemsthathindertheirlisteningcomprehension.Tostudents,Linguisticobstaclesinvolvepronunciation,grammarandvocabulary,Cross-cultureandspeechobstacles.
Pronunciationleadstodifficultyinlisteningbecausethelistenerisnotfamiliarwithword,stress,sentencestress,rhythm,intonation,redundancyand“noise”,whenIasapracticeEnglishteacherinaMiddleseniorschool.IfoundthatmystudentsactuallydidnotperceivecertainEnglishsoundswithanyaccuracybecausethesedidnotexistintheirownlanguage.Thesound/asis“thank”forexampledoesnotexistinChinese.Someofstudentsdonotknownormalpronunciationfromthebeginningofthestudy.Littlebylittletheycannotdistinguishsomephonemesespeciallyfromsomewordswithsimilarpronunciationsuchassheep-ship,house-horse.ThepronunciationofEnglishwordswithisdividedintotwocategories:
strongformandweakform.Strongformmeansbasicpronunciation.Onewordhasonestrongform.Weakformmeansweakpronunciationindifferentsituations.Onewordmayhaveseveralweakforms.Ifthestudentsdonotknowthechangeofthepronunciationtheywillfacedifficultiesinlisteningcomprehension.
VocabularyandgrammarNodoubtitisdifficultforstudentsinseniormiddleschooltounderstandthematerialwithoutcertaininvocabularyandsensitivitytogrammarinaquestion35%studentsthinkthattheirlisteningabilitypoorduetonotknowingtheword’smeaningandgrammaticalstructures.
Lackoftheknowledgealsocancausestudentsnottounderstandthelistenmaterial.Althoughsomestudentsprocessquitegoodabilityinlisteningtheystillhaveproblemsinlisteningbecauseofcross-culturalconflicts.Theyknowlittleabouttheforeigncultural.Suchas:
ideology,lifestyle,values,religion,habits,interests,etc.Sotheyfindithardtounderstandwhatissaideventhoughtheyarenotnewwords.WhenstudentslearnEnglishasatargetlanguagetheyhavetoknowsomethingaboutEnglish-speakingcountries,histories,literature,livingstyle,traditions,festivals,customsandsoforth.Ifnottheywillfacedifficultywhenlistening.Forexampleifthestudentsdonotknowwhytheweatheralwaysbecomesthetopicatthebeginningoftheconversation,theycannotreallyunderstandtheconversationandtheymaygetconfused.Theysometimesaskforeignersquestionssuchas“whereareyougoing?
”andsoon,whicharecalledprivacy.Ifthestudentsdonotknowthedifferences,theywillgetconfusedwhenlisteningtorelatedcontents.
2.Non-verbalObstacles
Psychologicalobstacles----Weknowthatwhenstudentsareinthestateofnervousnessandanxietylisteningcomprehensioncanbeinfluenced.Tapesgoatthesamespeedforeverybody.Thestudentscannotflicktopreviousparagraph;theyhavetogowiththespeedoftheutterancestheyarelisteningto.Somanystudentsexperiencethefeeingofpanicduringlisteningactivities.Iftheyfailtorecognizeawordorphrasetheydonotknow,theystoptothinkaboutit.Theyoftenmissthefollowingpartofthematerialandsoonlagbehindintermsofcomprehension.Listeningseemstobeverydifficultthoughitiseasyforthemtounderstand,studentsarenotconcentratedtheirmindbecausetheyarenervousanduncertain.Moreover,theyareslowinresponsebecauseoflackofpractice.ManystudentshardlyhaveanyopportunitytohearEnglishspoken,fortheirEnglishclassesareconductedinChinese.Finally,studentsmighthavetodealsimultaneously
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