AnAnalysisofEnglishListeningTeaching

彭瀟

【Abstract】Along with growing economic globalization tendency， English as a communication tool promotes the international trade and cultural exchange. Good command of English has the profound influence to the future development of the students. The modern language education theory takes the role of listening in language learning and language use very seriously. Listening teaching is not only a tape of language teaching but also a kind of skill training. Listening is the most important part among the four essential skills of listening， speaking， reading and writing. Listening is a basic way to get language information， and the basis of increasing other abilities. Many Chinese students think that listening test is the hardest part of all the exams. So how to improve listening teaching to promote students' English listening ability is the problem that each English teacher needs to solve. In this thesis， we firstly introduce the present situation of middle school English listening teaching， and point out the existing problems. Then we make an in-depth discussion of how to do a good job in listening teaching， and put forward some effective solving measures. The teachers all concern about how to improve learners English listening ability so that learners can get a high score. During the English teaching， how the teachers teach listening， arrange teaching activities properly， and how they master various skills of listening teaching are very important.

【Key words】English listening teaching； problems； measures

【摘要】隨著經(jīng)濟全球化趨向日趨增強，英語作為一種通用的語言交流工具，促進了國際貿易往來和文化交流。學生掌握好英語對他們未來的發(fā)展有著長遠的影響。當代英語教學理論特別注重“聽”對于英語的學習和使用的影響。聽力教學不僅僅是一種語言教學，而且還是一種技能的培養(yǎng)。聽是聽，說，讀，四項基本技能中最重要的技能。它不僅僅是獲得語言信息的基本方式，而且還是提高其他技能的基礎。在很多中國學生看來，在所有測試中聽力能力的測試是最難的。所以如何改善聽力教學，以促進學生的英語聽力能力提高是每個英語老師都需要解決的問題。在這篇論文中，我們首先描述了如今中學聽力教學的狀況，并指出其中存在的一些問題；緊接著針對聽力教學的有效實施做了詳細的討論，并提出了一些解決措施。怎樣提升學習者的英語聽力水平，使他們能獲得高分，成了老師們所共同關心的話題。老師開展聽力教學的方式，設計安排教學活動的模式，以及掌握聽力教學的各種技巧和方法，這些都與英語教學密切相關。

【關鍵詞】英語聽力教學 問題 措施

1. Introduction

The traditional English teaching mode pays attention to impart knowledge while ignoring the development of the ability. It pays attention to reading and writing but looks down to listing and speaking. So students English learning effect is not ideal. We necessitate thinking to find solutions to unravel the problems. New curriculum standard requires teachers to develop students interest in learning， to establish students confidence in learning， to pay attention to student-centered， and to teach students the way of learning. New curriculum standard supports the reform of middle school English Listening Teaching. English listening skill is a comprehensive skill including understanding ability， logical thinking competence， communicative competence， summarizing ability. A lot of students have listening troubles in middle school English Listening Teaching. There are some aspects that have an effect on learners' listening understanding. By analyzing these factors， we can find a suitable teaching strategy to arrive the standard of listening teaching. The English teachers in Middle school should seriously explore modes of listening teaching that orient students， improve learners' listening competence and increase the educating level.

2. The problems in current English listening teaching

Listening is important in students English learning. A child first listens for a long period of time before he can talk， so listening is extremely vital for studying a foreign language. Listening can promote students learn language. Listening has a vital position in the communication of English. Research shows that listening accounts for 45% of the whole social interactions. From this， we can observe that an excellent listening can contribute to improve students ability of language comprehension. And according to research data， nearly 50% students believe that the listening examination is the hardest one in all tapes of examinations. We have to accept that there is no short cut in our life， so as the English studying. It discovers that the original initiative to study listening is very vital， which is benefit for students to learn successfully. Now lets look at our middle schools.

2.1 Single listening teaching mode

For a long time， many teachers and students generally believe that listeners just passive accept the information while they are listening. In the listening class， the teacher explains the difficult words and keywords of listening materials to the students first， and then plays the materials. Students complete the task according to the contents they have heard. Then the teacher gives the right answers to learners. Finally basing on the performance of the task， the teacher plays the tape again for learners to make clear the listening content. Throughout the process， students like machines passively accept information in the listening material. This kind of teaching mode is the listening ability test rather than teaching. We must realize that listening comprehension is a mental work and a process of complex psychological activity. This teaching mode seriously influences the change of thinking and the development of thinking. Listening course is to cultivate students habits of thinking that think English as the first language rather than train students to a simple listening and translating machine. This kind of teaching pattern eventually leads to both teachers and students to produce languor of listening course even aversion.

2.2 Ignoring the real aim of listening teaching

Teachers often let students do the assignment while listening，

and then verify the answer to complete listening teaching. This kind of teaching focuses on the examination of hearing results but ignores the process of listening training and the understanding of effective input and output. This training method is easy to neglect the slower students， middle level students and below students.

3. Suggestions to listening teaching

3.1 Stimulate students interest

To attain good educating outcomes， it is necessary to try hard to create a fresh and pleasurable learning atmosphere. From the view of persons psychological characteristics， interest is the main part of curiosity and the most down-to-earth and lively factor in learning incentive. For that reason， when educating， teachers must import based on teaching objectives creatively， create a authentic and attractive learning situations and relaxed atmosphere， stimulate students curiosity， and give full play to their keenness and creativity to enable them to be actively involved in learning.

3.2 Attach importance to students reading aloud

Reading aloud is a necessary part of English listening teaching. Reading aloud means to read out loudly and clearly， rather than silent read already accustomed by individuals or low read. Only reading aloud can make ones memory of known words more solid， particularly for previously unfamiliar words. Reading aloud can gradually unit words sound， form and meaning in mind. It can also help students learn to think in English and prevail over the obstacles of psychological translation. Practice has demonstrated that one who is only familiar with reading silently， and the pursuit of translation word by word never has a strong listening ability.

3.3 Cultivate students sense of English

The focus of the school English listening teaching is to build up students sense of the phrase. When educating， teachers should put the development of the sense of language firstly， adhere to follow language practice， clarify 48 of the IPA thoroughly， let students learn about the characteristics of the IPA and requiring students to recite the vowels phonetic symbols and consonants phonetic symbols according to the law， and focus on the key and difficult points ， represent and explain long and short vowels and the notes similar to consonants. Through expression and contrast， students can get a systematic understanding of these functions and laws of the International Phonetic Alphabet and rapidly master correct phonetic sound mark. In order to master the spelling capability and understand the integral structure of language in the communicative information， we strengthen the sense of English language by listening to the words.

3.4 Insisting to teach in English

Asking and answering questions in class should stick to use English. In the class， teachers should insist on asking questions in English and students should insist on answering in English. Group discussions and speaking in turn and other forms of English discussion can be ordered. Teachers can give a summary of the errors in pronunciation and grammar errors often committed by students and correct them in time， both to give confidence to students to have courage to make mistakes， and to teach students the way that make fewer mistakes. For some often used expressions and sentences， teachers should ask students to take hold of them in class as soon as possible， aiming to help students develop a good habit to think in English and practice their English reaction ability.

3.5 Emphasis on the penetration of cultural background knowledge

If students do not recognize the culture information of language， they will also face obstacles on the listening understanding. For that reason， teachers explanation of the national and cultural background knowledge of English-language countries is also quite indispensable. The access of the English-talking countries cultural context should include the essential contents which have had a thoughtful impact on their community， such as legends of ancient Greek and Roman； social customs， like Thanksgiving， Christmas； religion， like Christianity and the Bible； and social communication etiquette and so forth. additionally， as the existing listening resources have a extensive range of content， teachers should also stimulate students interest in learning new knowledge and help them improve their ability of listening comprehension through a certain degree of introduction of the related background knowledge involved in the material.

3.6 Choosing the appropriate teaching material

One of teachers most significant tasks is to choose the appropriate listening materials for students. If the teacher Selects interesting listening materials in right level of language， provides explicit direction and plans complementary activities， students could increase their listening level successfully. Extracurricular listening materials should be selected from the original English language publications published in recent years in a variety of topics. These topics ought to close to daily life and reflect the progress of society， such as the present status of teaching， science and technology development， environmental issues， social and cultural reality. Well-chosen listening materials will be used to draw students attention and meet their curiosity to solve problems around them from the perspective of another language in order to stimulate their interest in learning and enable students to enjoy listening， acquire knowledge， and lastly， further promote improvement in English skills by increasing listening level and forming a virtuous cycle of learning English.

3.7 Combing listening with speaking

Listening is strongly related to speaking. When teachers doing listening training， they must stick to the principle of integrating listening and speaking in order to not only retain students interest， but also reduce their sense of tiredness. Integrating listening and speaking is benefit to get better learning results. The teacher should help students to master the language materials through listening and stimulate their yearning to communicate. Then， through necessary questions to converse， the teacher reflects the effect of listening directly and further strengthens the listening result and oral practice of mastered language information. Methods， such as discussion， question and answer， repeating， imitation， writing and other forms can be used to reach the purpose of training.

3.8 Making full use of modern teaching technologies

The use of multimedia network has produced a new situation of listening training. The equipment in language laboratory is completely functional， which provides modern training ways to foreign language teaching. When training listening， students can practice listening through listening and recording， fast dictation， self-listening and self-noting， repeating after listening， dialogue between students， teachers monitoring and other means. These means broke the boundaries of relying on teachers manage to a tape recorder. The hardware technology of language laboratory brings listening training onto a new height. With audio and video devices such as computers， TV， slide projector， listening teaching integrates the text， images， sound and makes the abstract， boring content visual and dynamic in order to arouse students eagerness， stimulate their keenness of learning and improve the effect of classroom teaching. In the meantime， students can take complete benefit of the network on a great number of English-rich resources to learn the original English. Listening， speaking， reading， writing can be finished in the network， particularly in listening. Network has opened up an extraordinary world to English learners. You can find many English studying resources in the network like English show， play， interview， and so on. The key is to discover resources appropriate and attractive for students， and couple with helpful learning way so as to achieve the aims of finally improving the standard of English listening.

3.9 Organizing extra-curricular activities

In addition to classroom instruction， teacher should arrange some English extra-curricular activities as teaching aids for students to build circumstances of communicating in English. After school， teacher can lead and give confidence to students to talk with English， play English shows， sing English songs， organize English performances and participate in a variety of English speeches and competitive activities. By doing these， the teacher can cultivate students skills of reading， listening， speaking， writing， and translating， open up their eyes， increase fond of English， broaden and expand knowledge studying in the classroom， and turn “ask me to learn” into “I would like to learn，” “I can learn，” and “I will learn. At the same time， students can better understand others and have mutual improvement.

4. Conclusion

Listening is very significant to language. Reinforcing listening teaching can increase the amount of the incorporation of language material， increase knowledge， and increase the listening competence. Having the competence of understanding and responding is the key to effectively improve students communicative ability to inspire their interest in learning English. Teacher should plan the teaching content based on students actual stage. The content should not more than students capability. Teachers should treat listening as a skill and make listening teaching out of misunderstanding， and thus finally to improve students ability of listening comprehension. Furthermore， the improvement of listening can develop students oral， reading， writing capabilities and promote students English language proficiency so that students can become qualified talents of English that the community needs.

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