中学英语听力策略训练模式初探(论文资料)

1、a study on english listening strategy training modein secondary schoolabstract: among listening, speaking, reading, and writing these four skills, listening is one of the most important factors strategy training in the listening classroom has been proved by many studies as an essential and effective

2、 way of improving listening proficiency. the essence of strategy training is to help the students with "self-examination they will be able to find the reasons of listening difficulties and the problems existing in their methods, and also select and adopt relative measures, and then carry out se

3、lf-monitoring, self-evaluation, and self-adjusting timely. this paper focuses on the discussion of the effective strategy training mode that can improve the students9 listening proficiency through english listening strategy training to the students in my practice school.key words： listening comprehe

4、nsion; learning strategies; strategy training中学英语听力策略训练模式初探摘 要：在听、说、读、写四项语言技能屮，听是十分重要的一种技能。在听力教学中加 强策略训练是帮助学牛提高听力水平的必要和有效途径。策略训练的实质是帮助学生“内 省”，找到听力困难的原因和方法屮存在的问题撚后采取针对性措施，并适时地对b己进行 监察、评估和调节。木文通过对所在实习学校学生进行的一次英语听力策略训练，探讨提高 学生听力水平的有效训练模式。关键词：听力理解：学习策略；策略训练contentsintroduction11 the definition and class

5、ification of listening strategy21.1 metacognitive strategies21.2 cognitive strategies31.3 social/ affective strategies32. the circumstance of domestic and foreign researches on listeningcomprehension and listening strategies42.1 foreign research on the second language/foreign language students9 list

6、eningcomprehension strategies52.2 researches on listening comprehension strategies in china63 listening strategies training81) basic principles of listening strategies training82) the contents of listening strategies training93) the mode of listening strategies training104) listening strategy traini

7、ng experiment131) the object of study132) the steps of experiment133) results and discussion144 conclusion15bibliography17introductionamong listening, speaking, reading, and writing these four language skills, listening does not only occupy a primary position in obtaining language information and vi

8、bration, but also is one of the principal ways to improve other skills. as the second language acquisition theory says，“the importation of language is the most basic condition for language acquisition, without language importation, without language acquisition75 (krashen, 1985). and from american pe

9、dagogy experts w.m.rivers and m.s.temperlys (1978) statistics we can also find out the rate of listening is as high as 45% in the communicate activities. so listening plays an important role in foreign language teaching, for the purpose of developing learners language abilities, and further more ach

10、ieving smooth communication with native english speakers since china participates in wto, the communication between china and other countries has become more and more frequent, improving the students comprehension abilities has been an urgent problem that needs to be solved. therefore it naturally p

11、roves to be a hotspot as well as a difficult point. although english teaching has been given more attention in china, and it is taught in universities, high schools, middle schools, primary schools, even kindergartens. however, listening is still a rather poor link in secondary school english teachi

12、ng. it is obvious that improving the students' listening comprehension abilities consists of various practical difficulties, such as the limitation of class hours, the number of students in every class and the lack of guidance of scientific theory etc. a lot of students can even get perfect mark

13、s in the written test, but can not achieve what they desire in listening tests, which results in many secondary school studentsfear of listening tests. this situation is mainly determined by two factors, for one thing, the time for listening teaching is extremely less than reading, so that the assim

14、ilation of language and the cultivation of communicative ability is affected by the students9 poor listening comprehension; for another, guidance for the students' listening strategy training has not been paid much attention to by the teachers, and there exists great aimlessness. therefore, if w

15、e want to enhance students' listening comprehension ability, and thereupon enhance all-round language ability, it would be necessary to offer guidance for the students9 listening strategy training.1 the definition and classification of listening strategy"listening strategy is an organic par

16、t of language learning strategies which refers to the thoughts or behaviors taken by the learners in the process of language studying or utilizing (ellis，1994). as one of the most important factors which affects listening comprehension, learning strategies can be divided into three types based on th

17、e information processing theories: metacognitive strategies, cognitive strategies, and social/ affective strategies (ct malley& chamot, 1990), and the three strategies bring direct or indirect influence to the process of language learning.li metacognitive strategiesas one kind of higher order ex

18、ecutive skills, it is not only the actions the learners take such as planning, monitoring, and evaluation in order to promote the success in completing some learning activities, but also a measure used to proceed self-management by learners. it is an acquaintance of the students with kinds of cognit

19、ive strategiesintention, effects, operation, the acquaintance with self characteristics of the language learners, as well as the acquaintance with various kinds of learning activities. metacognitive manipulation refers to the thinking of learning process, involving planning, goal-setting, selective

20、attention, self-monitoring, and self-evaluation and so on.4.4 goal-setting: make sure the long term goals and short term goals are planned to approach before learning.5.5 planning: establish a self study plan on the basis of study aims.6.6 selective attention: focus on the aspect which needs to be p

21、aid special attention and the problems which need to be focused on in some learning tasks; for example, listening to the key words or phrases. if the learners focus on the theme and difficulty on the base of the given options during the listening comprehension, they will correctly understand the exe

22、rcises, and achieve the required results.7.7 self-monitoring: monitor the execution of ones own learning tasks and the usage of modulation methods etc. in the process of learning english. for instance, the learners should make sure whether they understand the listening materials, whether the strateg

23、ies used are suitable, attention is paid to, and whether their plans are completed in time8.8 self-evaluation: evaluate the case of the work, the performance in class, and the usage of strategies after finishing the task we may do such actions as to estimate whether he himself can finish the aims of

24、 his plan, review the progress of one5s own listening, and analyze the reasons why he can not understand the meanings of the listening materials.1.1.1 cognitive strategiescognitive strategies refer to the information processing, concluding strategies of repetition, contextualization, inference, elab

25、oration etc. as one kind of strategies directly connected with learners' study tasks, cognitive strategies are what the learners use in dealing with incoming information, and raising learning and memorizing abilities, especially the actions and process of carrying out a concrete class assignment

26、 and activities. some cognitive strategies that are helpful to listening comprehension are as follows:1 rehearsal: when we come across a new word or a new phrase, rehearsal is useful to memorizing.2 inference: do some necessary inferences on the basis of information from the oral passages. it covers

27、 the actions such as the conjecturing implication of new language units, predicating the results, and filling in the blanks.3 summarizing or gist listening： integrate the heard information in a pause, in order to assure the memorizing of information.4 elaboration: link up information stored in long

28、term memory with new information.5 transfer: use the stored language or conception knowledge to make the new study tasks simple.2.2.2 social/ affective strategiessocial/ affective strategies are concerned with sociability, the learning environment, motivation, attitudes, insecurities, and confidence

29、 and so on. in foreign language learning, motivation is the learnersaspiration and desire to learn a foreign language. attitude is the tendency of the students9 understanding, emotions, affections, behaviors to foreign language learning. the sensations of anxiety always represent as fear of making m

30、istakes, fear of losing face, or fear of the teachers9 criticism etc. confidence is the learners5 affirmative thoughts to their abilities and knowledge level, the more confident people feel, not afraid of making mistakes in the process of language learning, and boldly communicating with others in en

31、glish, the greater success of study that the learner will gain. krashen (1982)“the affective filter hypothsis” believed that the success of the second language acquisition depends on the learners9 emotion factors. negative attitude, including lack of motives or confidence and learning motivation, is

32、 regarded as a filter, hinders the learners5 ability to apply the incoming information, and moreover, affects the effect of language study. some linguists such as o'malley figured out that social/ affective strategies have two major areas: interaction with another person and rational control ove

33、r the effect. generally speaking, social/ affective strategies can be used in executing various kinds of learning tasks. some useful strategies for listening comprehension are as follows:3 cooperation: solve the problems, collect the information, check the answers, and obtain the feedback of learnin

34、g activities with the classmates.4 questioning for clarification: invite the teachers or classmates to repeat, paraphrase, explain or give an example.5 self-talk: manage ones own psychology aiming at reducing the anxiety of some learning task or strengthening confidence of success.listening strategi

35、es just take learning strategies as its theoretical frame, which can be divided into self-management methods, listening methods, cooperation and self-adjustment methods.2. the circumstance of domestic and foreign researches onlistening comprehension and listening strategiesforeign research on the se

36、cond language/foreign language students， listening comprehension strategiesit was not until the beginning of 1980s that researching experiments on listening strategies were carried out in western countries. these mainly include two aspects: one is researches on the second language/foreign language s

37、tudents9 listening comprehension, the other is about the research on the listening comprehension strategies training of the second language/foreign language. the former discusses the question “which kind of listening strategy should be taught”； the latter discusses "how to teach these listening

38、 strategies9'- there are two main pairs of strategy training mode: individual training and universal training; implicit training and explicit trainingbased on the relationship of learning materials, strategy training can be divided into individual training and universal training (o'malley&am

39、p; chamot, 1990; oxford& leaver, 1996). individual training is purely a way to teach learning strategies without the combination of learning contents. this training method can raise the students' strategy awareness and is helpful to improve their strategy abilities. with the usage of discuss

40、ion and lectures, cohen, flaitz and feyten (oxford & leaver, 1996) carried out shore term trainings of the students, and found that students benefited from it. while wenden (oxford& leaver, 1996)1 experiments testified that individual training had no use in helping the students discover the

41、relation between learning tasks and strategies- universal training refers to the training combining with common course learning. with the help of this training method, the students can have the opportunities to practice the newly-teaching listening strategies in the practical listening tasks, which

42、contribute to strategy transferring. the researches have testified that universal training is more effective than individual training.according to the knowledge level of learners, western strategy training method can also be implicit and explicit training. brown& palinscar (1982) examine three d

43、egrees of training: blind training, informed training, and controlled training. in blind training, the students are not told the name of the strategy, and also the aims and basis of training, but are only asked to do some exercises which can promote the use of strategy; in informed training, the stu

44、dents know the strategies, the aims and basis of training in advance; in the controlled training, they do not only know the strategies, training aims and basis, but are also taught how to compare, monitor and evaluate the strategies. through an experiment among the students, they found that the stud

45、ents' scores gradually became better with the improvement of the three training level. o'malley and chamot (1990) also introduced insetting training and direct training. i think that blind training and insetting training belong to implicit training, and informed training, controlled training

46、, and direct training are all explicit training. as o'malley and chamot (1990) have pointed out those learning strategies are the special thoughts and behaviors taken by the learners to help themselves to comprehend, learn, or keep information. in other words, learning strategies contains both v

47、isible outer behaviors and invisible inner thinking processes, and the usage of listening strategies may be conscious, or may be unconscious. so trainers must call up the learners9 sense to change abstract inner thoughts into teachable external behaviors. most of the western researchers agree with e

48、xplicit training whose significant feature is to bring up the learnersstrategy awareness. it involves these aspects: a. find out the strategies used when finishing listening; b introduce new strategies and figure out their importance and value; c. set an example; cl provide a number of exercises to

49、practice these strategies; e. provide opportunities for the students to discuss the situation of strategy used, and evaluate the effect.researches on listening comprehension strategies in chinaone of wen qiufang (1995)，s studies showed that when other conditions are the same, the variation of englis

50、h learning strategies have decisive effects upon the learnersaccomplishments. liu shaolong(1996) did an experiment on the aspects of background knowledge and listening strategies for seven participators, in which he used the method of u sound thinking to follow up the participators and analyze their

51、 thoughts. according to his experiment, whether provided or not, and whether possessed or not the relative background knowledge conspicuously affects the usage and frequency of listening strategies. in the "the psychology process and development rules of foreign language learning" publishe

52、d in the first issue of “the psychology press", the author wang yijue (1984) talked about the psychology process and development rules of foreign language learning from the view of psychology. professor wu ytan of beijing foreign language university made a study on the information working proce

53、ss of answering the subjects with diversified selections among chinese english learners with the method of self- introspection in 2001 the research pointed out that no matter how strong the language abilities are, the participators would all transfer their language or non-language knowledge. gui shi

54、chun (1992) once took an experimental research on the course of english learning among chinese students. one conclusion of the research is that "language information is as important as non-language information in the process of language communication. in the thesis "the relationship betwee

55、n learning strategies and listening，： jiang zukang (1994) said that language structure practice for the students was helpful to their comprehensive abilities of listening comprehension, as well as their listening comprehension abilities to the real information. in the thesis on the teachability of l

56、istening learning strategiesan empirical study on chinese efl beginners written by su yuanlian (2003) , the result of this investigation pointed out that listening learning strategies instruction can improve chinese efl beginners9 transactional performance, enhance their strategy awareness and liste

57、ning confidence, and positively assist them to become more actively engaged in their own learning processes.the materials mentioned above prove that listening strategy vitally influences listening comprehension. therefore strategy training is an effective way to improve students autonomy in their li

58、stening study. the present circumstance of domestic and foreign researches on listening comprehension and listening strategies show that even though it is difficult to judge which strategy is better to be taught, or which strategies training plan is much better, the researchers could be sure that st

59、rategies training is contributive to arouse the studentsinterests in language learning. so that in listening teaching, the teachers not only have to provide opportunities of listening practice to the students, but also need to strengthen listening strategies training.3. listening strategies training3.1 basic principles of listening strategies traininglearning strategies change themselves in order to fit different learning tasks, and this fact indicates that it is feasible to change the students9 learning activities by training. but learni