The application of communicative principles in English listening teaching in junior middle school

【摘要】交際性原則注重語言的運(yùn)用能力，能有效提高學(xué)生的語言交際能力。聽力過程是一種交流的過程，聽力的實(shí)質(zhì)就是一種交際行為。英語聽力教學(xué)的目的就是培養(yǎng)和發(fā)展學(xué)生使用這種交際工具的能力。交際性原則主導(dǎo)初中英語聽力教學(xué)，能有效提高學(xué)生的聽力水平，本文主要討論在初中英語聽力教學(xué)中，如何體現(xiàn)和運(yùn)用交際性原則。

【關(guān)鍵詞】英語聽力教學(xué);交際性原則;體現(xiàn)和運(yùn)用

【Abstract】The communicative principle focuses on the use of language， which can effectively improve students communicative competence. Listening process is a process of communication， the essence of listening is a communicative behavior. The purpose of English listening teaching is to cultivate and develop students ability to use this kind of communicative tools. The communicative principle dominates the English listening teaching in junior middle school， which can effectively improve students listening level.

【Key words】English listening teaching; Communicative principle; Embody and apply

【作者簡(jiǎn)介】黎憬梅，海南師范大學(xué)。

1.Introduction

The communicative principle of language teaching originated in the late 1960s， in part because the development of linguistic research has given new enlightenment to language teaching. In 1971， American anthropologist Hymes put forward the famous concept of communicative competence in his article on communicative competence. He thinks that this general language theory should include the communicative and cultural aspects， which should emphasize the linguistic knowledge， as well as the ability to use language， as well as the accuracy of structure and the appropriateness of use. On the other hand， some English teachers in Britain， represented by h. g. Widdowson and d. a. Wilkins， established A new foreign language teaching method， namely communicative teaching method. The cultivation of communicative competence in English has become the core and necessity of the current English teaching reform. That is to say， the communicative principle should be embodied and applied in language teaching. Second， the main function of language is the communicative function. Third， the main unit of language is not only grammar， structural features， but also functional categories.

English teaching is language teaching， the emergence， existence and development of language is the need of social communication， the most essential function of language is the communicative function. Communicative English teaching can effectively achieve the interaction between teachers and students， let students take the initiative to use English， exercise students language communication ability， reflect the advantages of communicative English teaching. Therefore， in the process of teaching， teachers should be fully communicative， use communicative strategies and create a communicative environment. Then how is the communicative principle applied in the English listening teaching of junior middle school ?Can communicative principle be the dominant principle in English listening teaching in junior middle school ?This paper will discuss how the communicative principle can realize the interaction between teachers and students and how to apply it in English listening teaching.

2. The current junior high school English listening teaching problems

For students in China， there is a lack of language environment. And some teachers in the process of English listening teaching， will only let students continue to listen， in order to find answers to listen. Even if there are many new words or difficult background knowledge in a listening material， the teacher does not explain too much. To ignore the students overall understanding of the text is to listen again and again， making the hearing a mechanical recording activity. Students with good foundation can still follow， but those with poor foundation can only wait for the teachers answer. Listening for answers mechanically for a long time will make the class very boring， students gradually lose the motivation to learn English. There is also the teacher in the process of explaining the listening， only their own on the platform to perform a monologue， did not interact with the students. In the new curriculum standard， the Suggestions for post-listening activities are expressed orally or in writing according to the contents heard. Write a paragraph from the listening notes. In practice， many teachers separate the links of listening， speaking and writing. In general， the main problem in English listening teaching in junior middle school is that there is no communicative principle as the dominant teaching model.

3. Analysis on the necessity of applying communicative principles in listening teaching in junior middle school

English is a communicative tool， which is more practical than other subjects. The main purpose of English teaching is to develop students ability to use this tool. In the middle school English listening teaching activities， we should not only impart the necessary language knowledge， but also guide the students to use the language knowledge and skills to carry out extensive communication and other language teaching activities. The traditional listening teaching mode hinders the improvement of students listening level and communicative ability. In the middle school English listening teaching long dominant position is the bottom-up listening teaching model. This teaching mode emphasizes that in listening teaching， the teacher first solves the new words and sentences and the new syntactic structure for the students. Then ask the students to translate the listening task and understand the listening task according to the existing English knowledge. This listening teaching mode emphasizes the mastery of vocabulary and language structure， but it ignores the cultivation of listening skills and other communicative abilities， and the teaching effect is limited. The communicative principle of English listening teaching mode will play the advantages of the traditional reading teaching mode. It plays an important role in English listening teaching in junior middle school to improve students communicative competence， which can also give play to students learning enthusiasm and initiative.

4. How to apply the communicative principle in the listening teaching of junior high school English

4.1 Pre-listening teaching activities in junior high school

Do your homework before listening. In order to improve students listening ability， it is necessary to prepare before listening. In the process of teaching， teachers can explain the cultural background involved in listening， the new words and their usages in the text in advance， so that students can have a general understanding of the listening content before listening， so that students have a good idea. Due to the differences between Chinese and western cultures， teachers should briefly explain the culture contained in the text， and explain the cultural background and characteristics of the western culture and language to students one by one to help them understand the listening materials. The teacher should explain the new words one by one. Such as， the eighth grade unit1 lookpale arising from the listening material， Listen and read， translated as “dont look well，” also means uncomfortable， it is related to the sensory verbs look/smell/feel/sound + adj usage， wait the following verbs have two kinds of usage， respectively is “wait to do sth” and “wait for sb/sth” through to the interpretation of the word usage， make students understand and grasp the article sentence gradually， set up the confidence of students listening comprehension. It lays a good foundation for improving students listening ability.

4.2 While-reading teaching activities in junior high school

Entering the listening stage is the most important stage. The purpose of this stage of listening comprehension is to develop students ability to quickly respond to and understand the textual structure of phrases and sentences， to enable students to understand the information affecting the real context， and to train students to master certain listening skills and methods. In order to achieve this goal， the exercises designed by the teacher must be completed by learning certain listening skills， so that students can understand while doing exercises in the listening process， which not only develops listening skills， but also shortens the time required to respond to the recording materials. For example， in the pre-listening activity， students can have a clear idea of what they are going to do by scanning exercises. Let the students with the task to listen， can eliminate the students fear， for listening to the training preparation. The students listened the first time and then asked them to check their answers with a partner in the group. Listen to the exercises for the second time and then guide the discussion. After the second time， the screen shows the reference answer， set aside time at the same time， let the students put forward and discussed their existing problems， this is the purpose of in order to guide the student to have the destination to listen， think and lenovo has a base， to conduct the students attention to the whole discourse， eventually achieve the discourse level of understanding of the listening material.

4.3 Post-reading teaching activities in junior high school

After listening to the end of the students to strengthen the listening effect. After listening， teachers can combine students listening， speaking， reading and writing with listening materials to practice， so as to strengthen students English listening effect. After the end of the listening， the teacher can ask the students to retell the main idea of the article， can effectively make the students to summarize， induction， summary， exercise the students logical thinking. Also can let the student carry on the following reading imitation， in order to gradually standardize the students English pronunciation， enhances the students pronunciation discrimination ability and the language sense. Students can also listen to English dialogue according to the content of the preparation， in order to step by step to improve the students grasp of sentence usage in the listening material， improve their English level.

5. Conclusion

The above aspects focus on the discussion of how to use communicative principles to organize teaching in junior middle school English listening teaching. It is an effective teaching principle to use communicative principles to organize teaching in English listening teaching in junior middle school， which can effectively improve students English reading level and comprehensive English application ability. For junior high school English listening teaching， it is very important to implement the communicative principle all the time.

References：

[1]Hymes.N.On Communicative Competence[M]. Universi-ty of Pennsylavnia Press， 1971.

[2]H.G.Widdowson.Teaching Language as Communication[M].Oxford University Press， 1978.

[3]呂良環(huán).外語課程與教學(xué)論[M].杭州：浙江教育出版社，2003.

[4]王金玲.交際原則在英語精讀教學(xué)中的運(yùn)用[J].鹽城師專學(xué)報(bào)， 1992（4）.