英语论文初中听力教学

1、On How to Use the Psychological Characteristics of Middle School Students in English Learning to Teach Listening Abstract: English listening plays an essential role in middle school, while among middle school students who are in a special stage-adolescence; there are so many typical psychological ch

2、aracteristics, which are too influential to English listening teaching to be ignored. By analyzing the impacts of middle school students psychological characteristics on English study, the thesis focuses on how to take advantages of students psychological factors in middle school to cater to student

3、s needs to solve students problems in English listening to improve English teaching efficiency while better students listening ability.Key words: middle school students psychological characteristics of English study listening teaching 摘要:英语听力在初中英语教学中师很重要的，就初中生来说，他们是处与一个特殊时期的群体，表现出典型的学习心理特征，这些特征对教师的英

4、语听力教学有很大影响，不得不引起重视。本文通过分析初中学生的一些典型英语学习心理特点对英语听力的影响，集中讨论了初中英语教师应如何科学巧妙利用这些英语学习心理特点将其与英语听力教学结合起来针对学生在听了上存在的困难，迎合迎合学生所需，激发学生的学习兴趣从而改善英语听力教学效果，提高学生听力能力。关键词：初中学生 英语学习心理特点 听力教学The present paper gives a brief introduction first, which mainly includes what researchers have done about English listening teach

5、ing in middle school at home and abroad and what the paper will do about it. Then there will be a presentation of goals of English listening teaching in middle school in China issued by National Education Ministry and the general present situation of English listening teaching in middle school. Next

6、 part is an analysis of the reasons of the gap between the reality and ideal condition of English listening among middle school students; mainly about students psychological characteristics. Then there are some measures provided for dealing with the existed gap to improve English listening teaching

7、efficiency and students listening skills. 1. INTRODUCTION1.1 Background StudyNowadays, English is becoming more and more important after China entered the WTO, which encourages us to study English well. To study a foreign language, we should master four abilities: listening, speaking, reading, and w

8、riting. Generally speaking, communication is the main aim of learning a foreign language, and we know that most students have less difficulty in reading and writing. From this point, we should pay more attention to listening and speaking. In fact, in China, a lot of students spend plenty of time in

9、learning English, but they still feel that they can not understand well what they have heard and can not speak fluently. This is partially because of our examination system, and partially of teaching method. As we know, as long as the students get a high mark and they can enter into a good school. S

10、o we just focus on the grammar. In the past several years, the government realized the seriousness of Examination - oriented education and did a lot to change the situation. The teaching outline has been informed. In the text books, there are a lot of activities involving listening and speaking, inc

11、luding pair work and group work. In the examination the part of listening comprehension has been added, and it is more difficult. At home and abroad, there are many experts studying the methods of English listening teaching.Researches have been done a lot by many teachers and scholars within the are

12、a of English listening teaching in middle school in China recently. Those people like ChenYizhen, ZhuChaoying, and YangMeizhi have researched a lot about how to improve students listening ability, while their results are just some general methods and mainly about some strategies in English listening

13、 tests. Others like GaoRuishen and Chao Ran have paid attention to the relationship between English learning and psychology but the influence of psychological characteristics among middle school students on listening is not talked about specifically. Western scholars, take Penny Ur for example, has

14、researched much about the learners problems and types of activities in middle school, but the psychological characteristics that affect students English listening is not mentioned specifically.Students in senior school are affected by many factors when they are learning English. But I think a psycho

15、logical factor is the most important one that affects them. It is investigated that not all students' learning purposes are clear; most of them are not interested in learning English very much, the attitude is not active. It also shows: they know learning has something to do with characters and

16、learn of something about memory and forgetting. It has been proved that they also have will of overcoming difficulties in learning English.The present paper focuses on some psychological characteristics in English listening teaching of middle school students. Those characteristics have gre

17、at impact on students English listening teaching and teachers should pay serious attention to the psychological factors of students to improve teaching efficiency.1.2 Why teaching listening skills Successful listening is a critical factor to ones learning and performance in a new language. There are

18、 three reasons why listening skills should be actively taught:1. In communication process, listening is important to language learning. It is crucial that learners understand well enough to carry out classroom instructions and to perform in all language activities.2. Stephen Krashen (1988) maintains

19、 that input or information that is understood is the primary source of acquisition of the grammar and vocabulary of the target language, and that learners will begin to produce the language naturally when they have had enough of this type of exposure.3. A learners listening vocabulary feeds his read

20、ing vocabulary. According to Jim Trelesase (1995), author of the best-seller, The Read Aloud Handbook, “if a child (beginning learners) has never heard the word, hell never say it. And if he has never heard it or said it, it is going to be difficult when the time comes to read it. Hearing a new voca

21、bulary word in the context of a story is more effective than seeing it isolated from meaning on a flash card. ”1.3 The Requirements of National English Curriculum standards for English Listening Teaching in Middle SchoolThe requirements about English listening skill teaching goal in middle school ma

22、de by National English Curriculum standards are as follow: (1) Students should be able to recognize different tone of different sentence type.(2) Students should be able to judge a sentence meaning according to tone.(3) Students should be able to recognize rhymes in songs.(4) Students should be able

23、 to recognize the relationship of sentences in dialogue.(5) Students should be able to understand continuing instruction and questions in learning activities and act properly.(6) Students should be able to understand dialogues of relative familiar topics.(7) Students should be able to understand tea

24、chers story by hints.(8) Students should be able to offer simple instruction according to hints.(9) Students should be able to draw forth topics and communicate with others about them.(10) Students should be able to describe stories of students themselves or others simply with teachers help or pictu

25、res.(11) Students should be able to play some actors in activities with teachers guidance.(12) Students should be able to speak correctly in tone and intonation in activities.(13) Students should be able to understand speakers intention according to stress and tone.(14) Students should be able to un

26、derstand dialogues about familiar topics and catch information and viewpoints.(15) Students should be able to overcome barriers from strange words and understand general ideas by context(16) Students should be able to understand stories and narratives spoken in normal speed(17) Students should be ab

27、le to act accordingly when listening.(18) Students should be able to take simple notes of listening materials.1.4 The current situation of the teaching of English Listening in Middle School The general present condition of English listening in middle school is not so positive for it is hindered by f

28、actors from teachers, teaching contents, and students themselves. Many problems occur among students in English listening and eleven of them are worth being given serious concern.1.3.1 Teachers situation English teaching in China is dominated, to a large extent, by the teacher-centered, text-oriente

29、d practices; and little attention is paid to the training of the students interest. The traditional methods are mainly referred to as didactics. It is a kind of teaching method in which the main task of a teacher is to lecture and explain the linguistic knowledge, and the main task of students

30、is to listen and take notes. They only accept the knowledge passively given by their teacher, instead of being active to use their brains to understand, remember and use the knowledge. Therefore, didactics is unbeneficial for the students to play their main role, and should not be frequently us

31、ed in English teaching1.3.2 Students situationDuring a lesson, most students just keep silent and act as audience. They seldom speak English or raise their hands to answer the teachers questions voluntarily, and some even fall asleep. It seems that they are attaching little importance to their Engli

32、sh lesson. There are some reasons for their non-participation. Poor ability in phonetics and phonology It is clear that “phonetics is defined as the study of the phonetic medium of language, and phonology studies how speech sounds system in a language form pattern(戴炜栋，2002：22). ” Phonetics is crucia

33、l in listening comprehension. This is because sound is the direct medium of listening. Only by using correct sound, can we express ourselves accurately. Similarly, it is inevitable that poor pronunciation will cause aural difficulties in smooth acceptance of others ideas expressed in correct pronunc

34、iation. Unfortunately, we found that many middle school students are lack of basic phonetic knowledge of distinguishing sounds, liaison, incomplete plosive, words stress and intonation. These linguistic obstacles affect listening comprehension deeply and severely hinder their improvement in listenin

35、g ability. For example, jeep-sheep, beat-bit, count-cant, here-hair, much-march, quite-quiet, and mouth-mouse. 1.3.2.2 Poor ability in language coherence The reason why there are conditions where students can not hear correctly and clearly the words that can be pronounced exactly in their ordinary d

36、ays is that they are lack of coherence in speaking. While pronunciation of words in coherent language speaking will be changeable by different stress,tone and intonation. For example , in the sentence “The teacher told us that we could have been successful if we had been careful because the experime

37、nt was not difficult ”, uss，thatt，haveh v，hadh d，and becausebi k zshould not be stressed, which leads to the change in pronunciation.1.3.2.3 Poor ability in background knowledge and contextBackground knowledge is indispensible in listening comprehension. “Language is a kind of cultural expression. I

38、t is very necessary for students to know background about English countries, such as, history, culture, customs and habits, even life style(DaiWeidong ,HeZhaoxiong，2002:28).”Many English words in dictionary are translated into several different meanings and those differences are determined by differ

39、ent contexts of the word. In a word, the meaning of a word should be judged according to the context. Here is an example, “She was fast asleep.” and “She ran fast.” In different context “fast” is translated exactly different. However, usually students just make a decision rashly by the meaning they

40、are familiar with and the meaning they mastered.1.3.2.4 Poor ability in guessing It is unavoidable in listening that students run into such situation where strange words occur and they have no enough time to weigh those words. What they can do is just guessing according to the contents in the contex

41、t. Students who have good ability in guessing usually can get through the text easily. For example, “he can not bear any more pain” in this sentence the word “bear” is not used as a noun but a verb. If students just speculate on the word “bear” (a large strong animal with thick fur that eats flesh,

42、fruit and insects) instead of using information from “pain”, naturally it is hard to for them to understand the sentence correctly. 1.3.2.5 Poor ability in accents distinction In the course of listening different types of accent can be heard because of people from different countries, regions, ages,

43、 and professions are accented more or less. The differences in pronunciation between British English and American English make it hard for students to make distinction. In American Englisha:is pronounced as a:, wenishwenandris added to “or” or “er”, which make students feel so unfamiliar with some f

44、requently used words that listening materials become hard to understand.1.3.2.6 Poor ability in making summary It seems impossible for most students to hear every word clearly in English listening. In fact, whole text can be mastered if the main idea of the text be caught. Unfortunately, some studen

45、ts are not good at catching general idea, they make interpretation unilaterally and draw wrong conclusion as they can not find out the connection among different parts of the text and just treat those different parts separately.1.3.2.7 Poor ability in seizing details In listening what students shoul

46、d be required is not only main idea of materials but also some details which represent the topic. While more attention should be paid to the details that affect the understanding of the material, such as names of places and people, times, age, number and so on. Some students usually ignore those kin

47、ds of important details and find some exercise related to the details difficult to answer. 1.3.2.8 Poor ability in cultivating good listening habitsDuring listening process students should understand the general idea of materials and try to get the major content, which is the key point. But many stu

48、dents have bad habits while listening. Students also try their best to get the meaning of each word, each sentences. Sometimes when they meet a new word or difficult sentence they will stop to think, then they cannot catch up with the speed any more.1.3.2.9 Poor ability in vocabulary and grammar Voc

49、abulary is building material of languages, during process of listening students should not only do the exercise of sound reorganization, but also grasp the language continuity so students should master enough English words if they want to improve their listening ability. In addition, solid basis in

50、grammar is important too. Without it students in the course of listening are likely to get unclear concepts or misunderstandFor example, “It is unnecessary for you to go there”, in this sentence, if one does not know “unnecessary” is the antonym of “necessary” one will interpret it totally wrong. An

51、other example, what makes different in the following two sentences “There is a boy in front of the car” and “There is a boy in the front of the car” is the existence of “the”. With “the” the meaning of those two sentences is totally different.1.3.2.10 Poor ability in background knowledge Listening m

52、aterials are extensive; they covers astronomy, geography, history, technology, arts, education, medicine, physical education and so on. Some students are lack of background knowledge about English countries in local conditions and customs, history, and cultural differences; they can not understand m

53、aterials thoroughly and some even being baffled. 1.4 The Gap between the Present Situation and the Ideal ConditionObviously when comparison between the present situation and the ideal condition of middle school students listening is made a large gap occurs. What required in national English curricul

54、um about listening skill is not met by many middle school students. 2. ANALYSIS OF THE REASONS OF THE EXISTED GAP2.1 The Factors that Influence Students English ListeningGenerally three factors play an essential part in listening, namely, basic language knowledge, background information and psycholo

55、gical difference. Among those factors the psychological one should be paid full attention to.2.2 The Main Psychological Characteristics of Students in English Listening English teaching is students-centered so students psychological characteristics are essential to improve teaching efficiency.2.2.1

56、The Influence from InterestInterest is a feeling that makes you want to pay attention to something or to find out more about it. Interest is the most active element in learning English and it is also the effective stimulant to learning. Interest can push forward people to learn and act actively, and

57、 surely interest is a decisive factor, which influences ones motivation, attitudes and perseverance. In order to make an English listening lesson effective, beneficial, and interesting, an English teacher should first analyze the psychology and learning motives carefully, and then, on the base of th

58、at, a teacher should use some well-developed and fascinating techniques to teach in the classroom2.2.2 The Influence from Different Personality Good personality can be a driven factor to work as a stimulating power in students learning while bad personality is nothing good for carrying out study act

59、ivity effectively.2.2.3 The Influence from Motive It can be said like this, most students start to study English because of motive. Broadly speaking, the stronger of motive the better of students study results.2.2.4 The Influence from Emotion and WillEmotion in English learning refers to the attitude that the learner holds to English and English using