如何提高中学生的英语听力能力.doc

如何提高中学生的英语听力能力【摘要】本文探索了怎么样利用英语组织教学，诱发学生的听音兴趣，提高学生的听音效果，充分利用每单元的听力练习并进行听写训练，并在课堂及时发现学生听音中存在的问题，加以解决。 【关键词】听力能力；听音；听力教学策略 中学英语听力课是英语教学中必不可少的课，但目前尚没有一套完整的，行之有效的教学法。我们近年来是如何用英语组织课堂教学，如何诱发学生的听音兴趣，如何充分利用每单元的听力练习并进行所写训练，如何善于及时发现解决学生在听音中所存在的问题进行了探索。 1 教师善于利用英语组织教学 在备课时，既要备课文的内容，又要具备学生为教学作好充分准备，使用英语和其它直观手段来组织课堂教学，给学生创造一种英语氛围。我们从初中一开始就尽量借助手势、表情，用简单的英语来教学生一些日常用语。例如：open the door, close the door, please. open your books, close your book. put up your hands, please. please stand up, sit down, please等等。起初学者可能听不懂，但以后每节课都不断使用，学生们就会逐渐听清，听懂甚至还能模仿或脱口而出。随着时间的推移，用简单的英语解释语汇，介绍课文、对话，再伴随着动作、手势、演示和一些简笔画。这样，学生上课就能很轻松地听懂理解。坚持使用合适的、可理解的课堂知识用语，有利于吸引学生的注意力，充分调动学生学习的积极性和主动性，增强学习英语的信心，同时也为更难些的听力训练打下了良好的基础。 2 诱发学生的听音兴趣，提高学生的听音效果 2.1 在学习有关大自然、生态环境、自然保护等方面的内容时，教师可以准备一段恬静的音乐作为背景音乐，让学生闭上眼睛听音乐，教师的轻柔的声音开始朗读，要求学生尽量想象朗诵所描述的情景。这样，有助于提高学生的听力。这不仅可诱发学生的听音兴趣，又可以帮助学生正确理解听音内容。布置任务并提出问题，使学生有点压力感，并在听音过程中，将这样压力转变为学习的动力，从而增强了听音效果，提高了听力理解能力。 2.2 把推销竞赛引入听力教学，通过学生分组竞相“推销产品”来激发学生的想象力和听音兴趣。同学们在课堂上有所表现都不甘落后，不仅课堂认真听音，还调动了他们听音的积极性。 3 充分利用每单元的听力练习并进行听写训练 听录音前，先用英语介绍语境，提出具体任务，让学生带着特定的目的去听。这样，他们就会专心致志地通过听寻求所需要的信息。做完练习，再放录音一遍，让学生重复其中某些句子或段落。如此坚持，学生的语感增强了，听力也提高了。另外，还可以自己录制磁带、搜索一些口读的资料，或在每节课结束时，对学生进行听写训练。如：选择词汇、词组、句子或较为简短的短文作为听写材料。这样会使学生在听的过程中，既复习巩固了教材内容，又将枯燥乏味的英语课变得有声有色。 4 善于及时发现解决学生听音中存在的问题 学生的听力理解能力不仅与语音、语法、词汇等语言三要素密切相关，而且与学生的预测能力、反应速度、暂时记忆、以及分析、归纳、综合能力等紧密相关。所以我们在教学中传授听力技巧外，还要善于及时发现并解决学生在听音过程中所存在的问题。例如：听录音写句子时，我们发现即使每个句子都听二至三遍，但仍有同学写不出来。其中，有的同学仅写下每个句子的前二三个词，或末尾几个单词，有的同学断断续续的写句中的几个单词，毫无意义可言；也有的同学常常漏掉了标点符号；还有的同学写了不少同音异义词。通过分析，具体原因有两种： （1）刚听到前面几个词便急于动笔，或听一个词写一个词，使得句子支离破碎。 （2）不懂连读、弱读、同化、失去爆破等语音知识，不会划分意群，不习惯自然节奏，辨不明语调，不了解英、美发音差异等。 针对以上两点，我们及时地向同学们介绍了一些听音方法和技巧。告诉学生首先要把一个句子听得差不多或听完再动笔。再选择好动笔时机，做到听写兼顾，既不能耽误听也不能耽误写。其次，动笔要快而敏捷，尽管可以听二三遍，要慢慢地写下来也是不可能的。有时可用符号、缩写来代替某些词，只要自己能看懂既可，然后再整理成句。最后，听者时要注意句子的整体意义，这样可以避免因写错单词而造成的句子意义或语法不通。 听力作为一种输入型技能，是英语四项基本技能之一，是学习英语的先导，是衡量一个人英语水平的最基本条件。据不完全统计，一个人在从事交际活动中，9的时间用于写，16的时间用于阅读，30的时间用于说，而45的时间则是听。可见，听在日常交际中占据着相当重要的地位。但我通过对近几年中学英语听力测试情况分析，感到当前中学生的英语听力较之词汇、语法和阅读等项目而言，仍属薄弱环节，仍是学生丢分的大头。那么当前中学生英语在听力能力培养方面究竟存在哪些问题，又该如何解决呢?结合自己这几年来的教学经验，我粗略地谈一谈自己的几点思考。 一、当前中学生在听力方面存在的问题 1.语音语调把握不准 教学中，我对一些听力水平相对较弱的学生调查发现：这些学生听力不好的一个重要原因就是语音语调把握不准。有许多学生反映，自己在做听力时，对不完全爆破、意群、连读、音的同化与弱化等语音变化情况感觉不到，分不清他们之间的区别，结果听什么都一样。也有一些学生反映自己对语义把握不准。在做听力时，也能抓住一些关键词，大概了解所讲内容，但由于自己对语言知识、文化背景了解的少，加上总喜欢用母语汉语的思维去理解英语语义，结果经常是理解不准，掌握不全，领悟不透，题目只要是稍有转弯就会做错。 2.紧张畏惧心理伴随 从心理学角度来讲，任何人面临巨大压力都会出现不同程度地心理反应，诸如紧张、害怕或恐慌等，学生做听力也同样存在这样的问题。有的学生心理素质相对较好，面对压力，能通过深呼吸、眺望远方或自己给自己打气等方式迅速平静下来，但有的学生就不行。事情越是重要越紧张，越紧张就越担心，越担心就越听不到东西。 3.知识结构单一不全 对近十年来中考英语听力考试题统计发现，现在每年中考听力试题中都会涉及到说英语国家的一些风俗习惯，日常生活，特别是一些小故事、小幽默、小笑话经常出现，有一些文章道理非常浅显易懂，只要你平时阅读过类似的文章，一听就会明白，题目答案一看便知。但我们很多学生不喜欢阅读，课余时间除完成一些必需的或家长规定的作业外，大部分时间都用于玩游戏、看电视或睡觉，造成我们的学生的知识匮乏，结构单一。 4.听力技巧掌握不好 在几年的教学和监考中我发现，好多学生缺乏听力技能，不懂得如何利用放音前几分钟熟悉题目、预想内容和揣测重点，不知道如何利用开考前几秒钟，平静心态，将自己身体、心理调整到最佳状态。 5.教师自身素质不高 俗话说：要想给别人一碗水，自己必须有一桶水。要想提高英语听力，老师自己的水平非常重要。我们的学生很喜欢模仿自己的老师，如果老师自己的发音不准、口形不正确或在课堂上不擅长用英语与学生交流，学生势必也会发音不准，喜欢用汉语化的思维学英语，久而久之，就会出现只能听懂自己老师的发音，而当遇到不同发音时就不知所措了。 二、解决问题的对策 1.建立信心，培养乐趣 古语云：知之者不如好知者，好知者不如乐之者。多年的执教经验告诉我，要想让学生练好听力，提高听力水平，给学生建立信心，培养乐趣是必不可少的。要让学生从心底里喜欢英语、喜欢听力，做到在听中建立自信、在听中感受成功、在听中体验快乐。我们要想提高听力水平，必须从帮助学生建立自信、找到乐趣中入手。通常我们采取三种方法：一是循序渐进地教。坚持由浅入深、由易到难的原则，可以先让学生听一些对话材料，逐渐加大难度。遇到生词、词组或一些关键的词汇，老师可以口头多重复几遍，帮助学生理解，设法排除学生畏难情绪，培养学生听英语的兴趣和信心，调动学生的积极性。二是持之以恒地学。听力的提高是一个漫长的过程，不能指望一朝一夕，一促而蹴，要有持之以恒、坚持不懈的精神，在日积月累的学习中不断进步。三是有的放矢地练。可以针对学生的不同水平，有针对性地给学生制订阶段性训练计划，提出阶段性目标要求，让学生看到希望，看清目标，在前进中一步步建立自信，在取得的一个个成功中品尝乐趣1. introduction listening, speaking, reading and writing are the four basic skills that english learners in junior high school should develop. and listening ranks first among these four skills. rivers investigates that listening contributes 45% of the actual situation of language application. obviously it is an important means of communication and an important channel of knowledge and information acquisition. the improvement of junior high school students listening ability is very helpful to the development of their abilities of speaking, reading and writing. therefore, great importance should be attached to the improvement of students listening ability in english teaching in junior high school. however, the training of listening has not been placed in its proper position in traditional teaching for a long time and hence listening has long been a weak point. many students think that listening is one of the most difficult things in english study, and even some of them have difficulty in understanding what their teachers teach in english. as the development of students listening ability has become the demand of middle schools new english curriculum standard, nowadays the training of listening has drawn unprecedented attention than before. how to increase the students ability in listening and how to improve students listening comprehension in the examination has been the common concern of many english teachers. based on schema theory, this thesis tries to probe into junior high school students problems into listening and to seek solutions for these problems so as to improve their listening ability1.introductionenglish plays an important part in the modern world .according to english course standard, language skills consist of listening ,speaking, reading and writing and the synthetic use of the four skills .listening is considered as one of the most difficult abilities to conquer for students in middle school. generally speaking , the right training order of the four skills should be that listening is ahead of speaking ,speaking ahead of reading, reading ahead of writing; to improve the other three skills, students must have a solid foundation of listening skill. what is more , with the development of modern english teaching ,more and more educators have pointed out the practical use of english is the most important of all. so a good listening is the precondition of reaching the language learning aim to communicate. fortunately ,many teachers and educators have realized the importance of listening comprehension so that they pay more attention to developing the students listening skills in their english teaching .so this paper concentrates on how to improve students listening in middle school.2.theory as we all know ,language is a means of communication with other people .if that is so ,then what is the purpose of teaching and leaning language ? we all learn our mother tongue in order to function is our home community .when we come across people brought up in a different language community ,we might need to communicate with them, too; they might have food that our community lacks ,so we have to engage in commerce and trading ,for this we need a common language. this was the earliest need for learning another language ,a second or foreign language .these days our lives are more implicated than that ,but trade between nations is still one of the most common reasons for learning a foreign language. according to the characters of language learning, information is the first step to communicate with each other. above all ,listening is the most important way to get useful information.3.1 the factors influencing students listening.though the factors influencing students listening are various ,they can be divided into the following two aspects:3.1.1 main factors of teachers..paying no attention to listening. because of the poor condition ,especially in the countryside ,some schools in china have few equipments to train students listening ,teachers teach english still with a mouth ,a chalk and a blackboard. on the other hand, some teachers ,they themselves have problem in listening .some even can hardly speak english fluently .they pay no attention to listening ,which cause the low level of students listening . lack of right training skills. some teachers have already known the importance of english listening, and they try to do a lot to improve students listening, but no effect. this is just because they are lack of right training skills, which will be discussed later in the paper. correcting mistakes all the time.some teachers are angry with students mistakes in english ,so they correct their mistakes and criticize the students all the time ,day by day ,students lose their interest in english learning or complain about the teacher ,some even afraid of listening. in fact ,it is unnecessary for teachers to correct students mistakes continually .the following offers a range of options towards the treatment of mistakes.spontaneous correctionit may appear more during the presentation and early practice stage. students can immediately tell the right from the wrong .however, spontaneous correction neednt be used too often, which may affect students interest of listening.simultaneous correctionbefore correction, teachers can encourage students to formulate their own judgment on whether it is a mistake ,discuss it ,or analyze the cause of the mistake. the teachers should make clear that everyone is joined in thinking the topic.self-correctionmany teachers prefer to give the student who made the mistake the first opportunity to correct is as that way he will be more likely to remember it better .we should not let the students get too dependent on the teacher for correction ,as that way they will become too passive and not take responsibility for their own learning.peer-correctionif the student cannot correct the mistakes ,then it might be worth getting other students to correct it for him .this way can make students activate their initiative ,we must always remember that giving the correction by the teacher is the last resort.delayed-correctionsome mistakes can be delayed to correct after class or in other suitable situations.good correction of mistakes will give students self-confidence to learn english successfully.3.1.2 main factors of students pronunciation ,intonation and stress.gimson ,london university professor ,points out “no matter which language one says ,he must understand about 100% pronunciation ,but only 50% of the grammars and 1% of the vocabulary” .and the ultimate aim of listening is to understand what the others say ,it is impossible for a learner to reach it without good distinguish of pronunciation.intonation means the rise and fall of the pitch change of the voice, which is an important element of speech.the stress in a sentence also can express different meanings ,so understanding the meaning of the stress words or stress phrases ,we can not only extract the main topic of the conversation ,but also have a correct conjecture about the speakers real meaning.however ,most chinese learners have trouble in pronunciation ,intonation