1、 英语听力教学论文范文Abstract Modern language teaching theory highly emphasizes the effect of “listening” on the learning and the use of language. The teaching of English listening isnt only a teaching of language, also a training of ability. In the four skills: listening, speaking, reading and writing, liste
2、ning is the basic, and the most important skill. It isnt only the main way of acquiring language information, but the base of improving other skills. Many Chinese students regard the listening test as the most difficult part of a whole test. In this article, we start with the conditions of the middl
3、e school listening teaching, point out some problems and design some activities in the beginning of the class. Then we focus on some activities of teaching English listening and insist that the activities should be emphasized on the process of listening, rather than the result of listening. How can
4、students improve their listening and get good mark, become the subject that junior middle school teachers care. During the English teaching, it is important for teachers to master the skill of designing the listening activities Key Word listening; middle school; English teaching; barrier; teaching a
5、ctivity designing;【摘 要】随着时代的发展和进步，英语作为一种国际通用语在贸易往来和文化交流过程中发挥着不可替代的作用。掌握好英语这种交际工具，对学生将来的发展有着深远的影响。现代语言教育理论高度重视“听 ”在语言学习和语言使用中的作用。听力教学既是一种语言教学，也是一种技能的培养。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。许多中国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，开篇介绍了现在中学听力教学的情况，指出当中存在的一些问题，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
6、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。如何提高学生英语听力水平，使他们能取得好的成绩，成为广大初中教师所共同关注的问题。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；初中；英语教学；障碍；设计教学活动1. IntroductionIt is true that listening, speaking, reading, and writing are four basic skills in language teaching and learning. Developmentally, th
7、ese skills are acquired in a certain sequence. 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. When listening, listeners follow the speaker, thinking about what the spe
8、aker is saying and what is going on in the mind of the speaker, guessing the speakers opinions and attitudes and catching the true meaning of the speakers words. Listening itself accounts for almost half of the commutative activities in ones daily life. In addition, learners should have the knowledg
9、e of phonetics, vocabulary and grammar. Many learners are afraid of listening, looking on it as more difficult than any other skills and pay much attention to training their ability to speak, read and write. Improving listening ability is not in a short time, it is a long time work.2. Background stu
10、dyListening is important in junior students English learning. A child first listens for a long time before he is able to speak, so listening plays the first and the most important role in learning a foreign language. Listening is an important means of language. “It is one of the important ways in En
11、glish language communication. According to Rivers study indications, listening occupies 45% of the whole social interactions. From 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
12、 comprehension as the most difficult part among all kinds of examinations.” 1 ( p1-2) . We must admit that there is no short cut in our life, so as the English learning. It finds that the original initiative to learn listening is very important, which can lead the way to success.Now have a look at o
13、ur junior schools. What most teachers do in class is merely to play the recorder and check answers to listening exercises. So most students can hardly learn anything in class, and listening comprehension gives much headache. Hence, in teaching listening comprehension, it is very important for teache
14、rs to find the problems students have and suitable ways to solve the problems. English teaching and learning asks for quite some challenges. The challenges are the lack of adequate linguistic environment, the strong interference from their mother tongue, the overcrowded classrooms and the lack of su
15、fficient 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-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
16、because they lack self-confidence and they are afraid of making mistakes .In addition, teachers are quite used to the old teaching method, which lays more emphasis on grammar. In order to make themselves understood by all the students, some teachers would explain the grammar rulers or even the texts
17、 in Chinese rather than in English in class. Thus, students get fewer opportunities to improve their listening skills.3. What are the factors influencing the listening comprehension in Chinese middle school classrooms?Listening is an important mean of language learning. It is one of the significant
18、ways in English language communication. But so many students regard listening comprehension as the most difficult one among all kinds of examinations. Where are their barriers? How to train some tactics for them? Thats what I am going to talk about here.3.1 The analysis of the reasons for students p
19、oor listening ability3.1.1 About the teacher aspectThere is a shortage of English teachers in China. It is usually difficult for English teachers in China to go to English-speaking countries to study or work. Most of them dont have the experience of going abroad. They have learned their English only
20、 in China. So we may say they have certain shortage.3.1.2The English environmentThe 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 students and teachers are doing their jobs under this condi
21、tion 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 in Canada, English is regarded as their second language. They enjoy a much better English environment as well as have English
22、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.3.1.3. The learning aspectListening comprehension is the summation of hearing and understanding. If you have a better level about English
23、 knowledge, you may be capable of understanding very well in listening to the materials, and may have an excellent response to any questions asked by the speakers on the tapes. （）Barriers on Phonetics and PhonologyIt is clear that “Phonetics is defined as the study of the phonetic medium of language
24、, and Phonology studies how speech sounds system in a language form pattern.” 2 (p22) English, as a new language for Chinese students, usually appears some problems exactly on Phonetics and Phonology, such as the mistakes on pronunciation, intonation, and all kinds of skills like word stress, senten
25、ce stress, motion of sound, assimilation, sound-linking and incomplete explosion, etc. Therefore some basic knowledge about English Phonetics and Phonology will directly influence students listening comprehension. So designing activities must be aimed at point. So designing some interesting game is
26、to let students discriminate the different pronunciation. The key point is guiding students to find the difference themselves. For example, most Chinese students find the discrimination of some sounds is a problem in listening comprehension, especially, some vowels. E.g., they can hardly distinguish
27、 the words like “sitsea” and “bed-bad”. In a sentence like “He saw a thief steal into the palace”, steal /sti:l/ is very important in understanding the sentence, but some students just recognize it as still/stil/.() Barriers on tempoTempo means the speed of speaking. It can be controlled by an actor
28、 who is good at tongue twisters. Some people enjoy more variation in tempo than others, but everyone has a norm which in characteristic of his usual conversational style. One who tends to use a rapid tempo in everyday speech in English, but Chinese students usually dont have such a tempo in listenin
29、g. Although sometimes they can speak very fast, they may not catch up with the materials on normal tempo while theyre listening to a tape, especially to a longer conversation or a passage, thats their problems. Because they only used to listen to teachers who always read under the average speed in d
30、aily life, or used to slow conversations with their partners while practicing oral English, thats why Chinese students can not suit the need of normal speed listening materials or native speakers. Teachers can help students to form a good sensation. Students can train the tempo through reading, beca
31、use there are many skills on it. English teachers should take efforts to teach students how to learn some knowledge about sentence stress, rhythm, sound and intonation, etc. So, during in the class, or at the beginning of the class, teacher can design a game or completion about reading. The student
32、who is the winner can give him/her a present. Through insisting on doing so, studentss sensation can be improved.() Barriers on lexicology and grammar During the process of listening comprehension, listeners should not only do the exercises of sound recognition, but also learn more vocabulary. If a
33、new word appeared while theyre listening, theyll find it difficult for them to understand the whole meaning, even some students stop to listen and think about over and over the new word they met before while the material are going on. So does the grammar. Grammar can help us to catch the implication
34、 of the vocal sounds, and understand them well, and it is also the essential condition of a whole passage comprehension. It gives us a basis for judging when the action happens, who is the operator or supporter? What is the factual evidence? Whether it is the subjunctive mood? Etc. If you dont have
35、a solid foundation on grammar itll directly influence your achieving good results while you are listening. () Barriers on listening habits The main purpose of listening is to understand the general idea of the materials. During the listening process, they should try to catch the major content, which
36、s the key point. But many Chinese students have some bad habits while listening. For example, they always try their best to get the meaning of each words, each sentences. Once they meet a new word or a difficulty sentence, they will stop to think. It is doubtless they cant catch up with the speed an
37、y more. Still some students cant directly understand materials in English, but with the help of Chinese, experienced the process of a heart translation. These bad habits are the main factors influencing their listening comprehension. In fact, it is unnecessary to know every word, every sentence, onl
38、y should catch the main idea and grasp the major point, thats enough. If you concentrate to think, you cant catch up with the materials, and also thats why you have no time to attend to the main content, let alone seize the implication of it.Therefore, it is necessary for the teacher to point out th
39、e bad habits and then help the students form good habits. Here are some bad listening habits on Listening, which are paraphrased below.“(1) A poor listener will/ turnoff his or her ears as soon as he or she decides a listening task is going to be dull. (2). A poor listener listens to only facts and
40、ignores the ideas, the general picture.(3). A poor listener will fix his or her eyes on the teacher or blackboard, then relax, or Do some thing else, expecting to get the information out of the tape scripts later.(4).A poor listener will use very little distraction -footsteps, a door opening or clos
41、ing, a cough, a dropped bookas an excuse to stop listening to the recording or the teacher.”3 ( p1-2) () Barriers on cultural background Language is a kind of cultural expression. It is necessary for students to know some background about the English-speaking countries, such as the history, culture,
42、 customs and habits, even life styles. Many students lack of these kinds of knowledge, no wonder they are always making mistakes about them. For example, if teachers give two pieces of passage for them to understand the former, because Spring Festival is the traditional festival in China, everybody
43、knows it very well, thats helpful for their understanding, however the latter about the Thanksgiving day, students know little about it, it is not easy for them to understand, even very difficult for them to answer some questions about it. Listeners should base on their background knowledge about th
44、e topic and their experience of how talks on such themes are structured (as in the case of listening to news or weather reports) besides their understanding of language forms related to the subject area.() Barriers on psychological factors It is very important of students to have a good state while
45、listening. Students should get clear that listening is the first step of any language learning, they should pay attention to learn it well at the very beginning.The process of listening comprehension is a very complicated psychological one. Linguists tell us that it is easy for one to produce fright
46、ens when he is at his nervousness. If students meet some words or sentences they dont understand by chance, theyll have the fidgets, even some students are afraid of listening at the very beginning. It have placed all sorts of obstacles on the important information invisibly and make them less effec
47、tive, this lowered the degrees of listening comprehension. On the other hand, eternal links, such as the noise made by inside or outside factors, the quality of the recorders, the loudness and the articulation of the sounds, etc, may all become obstructions influencing the students listening well. “
48、Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception. The process of the language perception is an activity of the short-time memorization .”4 (p1)Training and
49、improving students ability in listening comprehension should combine daily teaching with following points. First of all, in English class, teachers should try to organize their classes in English, whichs the most effective way, students can concentrate their attention while listening to English. Teachers can also know from the expressions in students eyes if they understand. Second, using the first five minutes efficiently before the class, or the revision time, ask students to listen to the radios, television programmers in English
