How to Improve Listening Ability of English for Students 英语毕业论文.doc
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1、How to Improve Listening Ability of English for StudentsAbstract: During my job, I have been totally felt the fear of Students for English listening. Its self-evident that English listening is one of the most important parts of English teaching for Students . At present, there is a certain distance
2、between listening ability acquired by junior middle students and curriculum objectives. Many students can do a very good job in written exams but feel completely confused in listening tests. Why is listening so difficult for Students to understand? What are the reasons? How to solve the problem? Key
3、 words: national training program Students English listening English teaching怎样提高学生的英语听力能力摘要:我工作中,已经充分的感受到了学生对于英语听力的恐惧度。不言而喻,小学生的英语听力是小学英语教学中一个重要的环节。目前大部分小学生的英语听力教学与教学大纲所规定的目标却有着一定的距离。很多学生在笔试的时候能够做到得心应手,而在听力考试的时候却不知所云。为什么听力理解对于小学生来说如此困难?原因何在?如何解决?关键词:国培计划 初中生 英语听力 听力教学1. IntroductionThe purpose of E
4、nglish teaching focus on cultivating students to use language for communication, which contains four skills of capability, including listening, speaking, reading and writing. Listening teaching is an important and difficult task for Students . English teachers often regard it as a common problem of
5、improving the students listening ability. In real life, interpersonal communication mainly concerns about listening and speaking communication, while the traditional mode of education students trained in listening and speaking fell far behind in reading and writing skills. Its an indisputable fact t
6、hat many students become a deaf or a dumb after learning a foreign language for many years. And I heard the improvement of communication skills has much to do with the improvement of listening skill. However, many Students have significant problems during the hearing process. Therefore, to improve l
7、istening ability has not only become the dream of most Students , but also the wish of many junior middle school English teachers. This article aims at how to improve English listening skills for Students from the following aspects: raise the question, analyze the problem and solve the problem.2. Ra
8、ising the question Listening is the premise of receiving language information. Only after understanding the listening can we properly accept and use the information. According to a proven statistics, we spend 45 percent of our time in listening, 30 percent in speaking, 16 percent and 9 percent in re
9、ading and writing respectively, from which we can see the necessity of listening improvement. In modern society, listening and speaking are often regarded as communication skills that determine the success or failure of a person, which is the needs of social development, with the development of Engl
10、ish exam reformation, the importance of listening as a major component of the English test has been widely recognized and valued among the community, teachers and students. Therefore, its imminent to improve the listening ability of middle school students so as to stand on an invincible position dur
11、ing the examination. Junior middle students in hearing directly affect the quality of their schools into high-level English education and the comprehensive ability, which may affect their future development. However, as the things stand today, the majority of students in Students , particularly in r
12、ural areas feel bad in the hearing and lose lots of points in the listening examination, which directly affects their performance in English and even their interest in learning English. Its Undeniable that English teachers in many of the junior middle school havent implemented good teaching of the l
13、istening because of some constraints, which result in slow improvement in listening of the students. So to solve this problem has already become the most important of English language teaching.3, Analyzing the reasons3.1. Barriers of their English ability and sound change phenomena students find it
14、difficult to understand when new words, new sentences and new grammatical phenomena appeared in the listening material, other factors such as the Italian group, continuous sound of assimilation, sentence stress and intonation, changes in the speed of speech rate, reading skills and many other reason
15、s are likely to increase The difficulty of listening comprehension, which may also affect the students understanding.3.2. Barriers of cultural difference and different living habitsDue to the different British American lifestyle and cultural background, students still find it difficult to understand
16、 fully even if the material has no new words. If you let students listen to a story about Chinas traditional festival such as Mid-Autumn Festival articles and article on the content of foreign Christmas, the two almost equal easy, but for a Chinese student listening to the content of former article
17、is much better than the latter one. Now, let me just give you one small example: Lily went to Beijing on Christmas Eve and she stayed there for 3daysQuestion:On what day did Lily get back? AOn Oct 23; BOn Oct 24; COn Oct 26;DOn Oct 27The right answer is D. But some students chose A, since he has hea
18、rd the word “three”, others simply replied: I was luck, because I do not know what time Christmas Eve is. 3.3. Psychological barriers.Listening comprehension is a more complex psychological process. Students always feel the low level of their hearing and are easy to produce the fear of listening in
19、a passive state, which result in too much tension and less concentration on listening; this will in turn lead to much loss of points. Some students are always want to listen to every word clearly during listening comprehension, which also plays a negative effect on understanding of the whole article
20、. In addition, the external environment such as indoor and outdoor noise, radio cassette player quality, the size of the sound may also affect the students listening comprehension during the listening process.3.4. Lack of language environment On the one hand, English teachers speak Chinese most time
21、s during class rather English since many students can not understand and they ask their teachers to speak more Chinese. On the other hand, students almost use standard Chinese for communication in everyday life and seldom practice English with their classmates and teachers. Therefore, students have
22、little opportunity for exposure to English, and the occasional English class will be the only language environment for the students. In such a language environment, much time and effort should be taken to improve their English listening skills.3.5 Limited teaching conditions Currently, many classroo
23、ms in rural schools havent multi-media teaching instruments, so students are exposed to English listen only when the teacher sometimes speak English at class and during the listening test. Many students can not afford to buy some listening devices such as MP3, MP4, etc., in addition to classes the n
24、ormal hearing test is almost beyond the reach of English outside of the class, not to say how to improve listening ability, so these largely affect the students Improvement and development of hearing ability. 3.6 Lack of examination skillsFirst of all, students do not know how to make the best of th
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