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1、论提高中学生英语听力的方法摘 要：提高中学生英语听力是英语课程教学的一个重要环节。中学的英语听力学习非常重要，英语试题考试中，听力所占的比重非常大，提高中学生英语听力对提高中学生语言能力和跨文化交际能力具有至关重要的作用。本课题在前人研究的基础上，重点研究提高中学生英语听力的方法。教师要认清中学生英语听力低下的原因，采取正确的方法提高学生的英语听力。在中学英语课堂教学中采用何种听力方法能够帮助学生高效提高英语听力能力并付诸于实践。关键词：中学生 英语听力 方法 提高On ways to Improve Middle School Students English Listening Compr
2、ehensionAbstract: Improving middle school students English listening is an important part of English course teaching. English listening learning in middle schools is very important. The proportion of listening in English test questions is very large. Improving middle school students English listenin
3、g is of great importance to improving middle school students language and intercultural communication skills. On the basis of previous studies, this topic focuses on the methods of improving middle school students English listening. Teachers should recognize the causes of low English hearing among m
4、iddle school students and take correct measures to improve their English listening. What listening methods are used in middle school English classroom teaching can help students effectively improve their English listening comprehension and put it into practice.Key words: middle school students ,Engl
5、ish listening comprehension , improvement.On ways to Improve Middle School Students English Listening comprehension1. Introduction1.1 background of the research The informatization of social life and the globalization of economic activities have made English increasingly an important tool for Chinas
6、 opening up and exchanges between countries. Learning and mastering a foreign language has become a basic requirement for citizens in the 21st century. In foreign language learning, 45% of information obtained is listening, 30% is speaking, 16% is reading, and 9% is writing. These data are sufficien
7、t to illustrate the important position of listening teaching in foreign language teaching. The layout and content of English textbooks for junior high schools fully consider the cultivation and training of listening ability, and provide necessary conditions for the implementation of quality educatio
8、n and innovative education. In addition, Listening is the first of the Four Kinds ability of listening, speaking, reading, and writing. Its arrangement reflects the order of language learning, and it also reflects the difficulty of learning languages. Listening is one of the language abilities, and
9、its influence on several other abilities cannot be ignored.1.2 Purpose and significance of the researchImproving middle school students English listening is an important part of English teaching. Middle school English listening learning is very important. In the English test, listening plays a very
10、important role. Improving middle school students English listening plays an important role in improving their language ability and cross-cultural communication ability. However, due to the lack of time and environment for middle school students to listen to English, most of the time is spent in gram
11、mar, sentence pattern, words and other aspects. Due to many reasons, the listening level of middle school students is low, so teachers should recognize the reasons for the low listening of middle school students, and take the effective methods to improve their English listening. The main significanc
12、e of putting forward this topic also lies in that teachers usually find that students English knowledge level is not solid although at the end of the period. In listening test, many students scores are quite serious. In recent years, the college entrance examination found that the oral English test
13、of middle school students has risen to a more important level, but most schools still stay at the level of dumb English, this phenomenon should not exist. For a long time, in order to cope with the examination, middle school students improve their listening ability through a large number of centrali
14、zed training methods. Therefore, listening class will become a test class of listening to the recorded answers. This kind of test class makes the classroom atmosphere dull, the students emotion depressed, the reaction indifferent, the teaching effect is not good, which is not conducive to the long-t
15、erm development of the students English listening ability. Therefore, it is a very urgent task to strengthen the listening training in our middle school English classroom. On the basis of previous studies, this paper focuses on the methods of improving middle school students English listening. In th
16、e middle school English classroom teaching, what kind of listening method can help students improve their listening ability and put it into practice effectively, and also can help teachers to effectively test students mastery and application of the knowledge they have learned, as well as to understa
17、nd students learning methods and strategies and guide them, and finally help students achieve ideal learning effect, so that they can really use them English to communicate and solve problems.2.2 The framework of the paper This paper is divided into four chapters. The contents of each chapter are as
18、 follows: the first chapter is the introduction, which mainly puts forward the background of this study and the main significance and purpose of the research plan, the second chapter is the literature review, which mainly puts forward the research status and development trend at home and abroad. The
19、 third chapter is the methods to improve the middle school students English listening, mainly including the influence of current English teaching on middle school students and three specific methods to improve English listening.2. Literature Review2.1 Foreign research status and development tendency
20、Foreign studies on listening teaching can be traced back tothelistening and speaking teaching method born during the Second World War. The listening and speaking method advocates repeated mechanical training. It emphasizes the use of stimulus-response-reinforcing methods to conduct a large number of
21、 sentence patterns for students. Argument has always been an influential teaching method in the field of English teaching. In this regard, the research results of English listening teaching abroad include the following points.Herion (1998) studied French beginners as an attempt to prove that advance
22、 organization is helpful for text understanding. During the test, one group of subjects heard six declarative sentences, and the other heard interrogative sentences based on the declarative sentences, with three possible answers. As expected, the two experimental groups were better than the control
23、group without the previous organization. As far as the two experimental groups are concerned, the experimental group that listens to interrogative sentences does no better than the declarative group. One explanation given by the researchers is that the answers provided by the implementation are inco
24、nsistent with the actual answers, wasting the listeners attention. Therefore, the study shows that advance organization has some value, but not any advance organization is useful.Visual support is considered to be another means of assisting listening comprehension. Ginther (2002) investigated the im
25、pact of two types of visual support on middle school students English listening performance, one is related to background knowledge and the other is related to content. The results of the study indicate that visual support for content slightly improves understanding of micro-dialogs, while visual su
26、pport for context reduces understanding. The explanation given by the researcher is that it is prepared in advance without direct connection with related information, so it consumes the listeners attention resources and limits the long-term memory effect of the listener. Long (1990) has long demonst
27、rated the relationship between graphic activity and listening comprehension. If the schema activated by the listening material does not match the content of the text, the listener will need to use the bottom-up processing mode to combine the details of the text with the schema. Tsui (1998) sought to
28、 investigate whether the bottom-up processing model was an important factor in hearing test performance. In the end, it was found that if the schema matches the prediction, listeners with higher levels are not affected, and listeners with lower levels are not affected. If the schema does not match t
29、he predictions, listeners with higher levels perform better. In the case of mismatch, the listener with low level can only rely on the top-down process, so that he cannot fill in the missing information. Segaitz and Segaloia (1993) insist on recognizing vocabulary skills, that is, fluent bottom-up p
30、rocessing of textual information, which is essential for listening comprehension. Inspired by this theory, Poelmans (2003) investigated the effects of training listeners from bottom to top and top to bottom, respectively. Contrary to her expectations, she did not find a significant difference betwee
31、n the two. She blamed no differences on the inadequate experimental design. Goh (2002) believes that in the teaching of listening, learners should be trained to pay attention to this kind of attention. This kind of attention will help them to recognize the lexical segmentation of their mother tongue
32、. By training them, they can master the vocabulary recognition in the second language context. Lynch (1998) trained the learner to pay attention to auditory features such as stress and intonation in experiments, because he believed that these features are the signs of word segmentation in listening
33、comprehension. At the beginning of training, he focused on individual words and phrases, and then expanded to sentences and discourses. Harley (2000) focuses on the pauses in the answer when training the learners bottom-up ability. The word or phrase between the two pauses is a unit, rather than the
34、 syntactic clue to segment the sentence text. Field (2003) suggested that a high degree of success can be achieved by training learners to pay attention to accented syllables, and the unit of vocabulary between accented syllables is a whole.Goh, Mareschal, Vandergrift (2002) and other researchers ha
35、ve found that metacognitive strategies play an important role in successful listening comprehension. For example, Vandergrift (2002) studied middle school students studying English and finally found that there are obvious differences in four strategies: the use of overall metacognitive strategies; u
36、nderstanding monitoring; problem development and online translation. On the basis of quantitative analysis, a qualitative analysis of the collected data was made using voiced thinking, and finally the results of this study were confirmed. In addition, the study found that successful listeners effect
37、ively used a combination of metacognitive strategies and cognitive strategies. Both Goh (2002) and Mareschal (2002) support the research results of Vandergrift.2.2 Domestic research status and development tendency Since the 1990s, Chinese scholars have been studying the methods of improving English
38、listening. Zou Shen (1998) pointed out that listening comprehension is a very active and dynamic process, a process in which background knowledge, context and knowledge collide and interact with each other. In view of the problems existing in education and learning, many teachers put forward improve
39、d methods and strategies to form a batch of achievements. For example, Wen Qiufang (2003) pointed out that listening has two purposes: (1) the ability to obtain information. (2) Acquire new language knowledge. To solve the problem of students poor English listening, she put forward two methods: firs
40、t, to extend the listening time and listen more. The second is to increase the input of auditory image. She also points out the advantages and disadvantages of extracurricular listening activities, which provides a reference platform for the majority of middle school students.Xu Meiyin (2007) pointe
41、d out that listening training is the weak link in middle school English teaching, and the method is very important to improve listening training. To this end, Xu Meiyin put forward her suggestions on the problems of students listening. She proposed that teachers should change their ideas and improve
42、 their teaching strategies so that students can have confidence in English listening and achieve the goal of improving teaching effect. Zheng Fanghong (2008) analyzed ten kinds of micro skills and their training strategies for junior high school students English listening, such as listening to sound
43、, sound recognition, reasonable prediction, analysis and reasoning, obtaining main information, making brief notes, etc., and explored new methods and new approaches for junior high school English Listening Teaching.Song Anlian (2008) believes that teachers should actively explore listening strategi
44、es in accordance with the teaching rules and effectively improve students English listening level. She found out the existing problems from both teachers and students. Song Anlian also believes that the reasons for students poor listening are: the defects of students basic language knowledge, the la
45、ck of vocabulary, grammar and logical relations, the poor listening habits and the lack of cultural background. To solve these problems, she put forward several effective ways from the aspect of teachers. For example, teachers should carefully select materials and make good use of incentives and eva
46、luation methods. Wang Junying (2008) put forward the following countermeasures by analyzing the problems and causes of students Listening: 1. Teachers should teach students according to their aptitude and evaluate them reasonably. 2. Middle school English teachers should renew their ideas and reform
47、 their teaching methods. With the help of gestures and expressions, we can often use everyday English expressions to provide a good listening environment for students. At the same time, combined with the characteristics of the teaching materials, we can take listening practice methods such as listen
48、ing, drawing, listening and doing actions. 3. Middle school students should master listening skills. 4. Parents and middle school students listen to English together. Yao Qin (2012) talked about how to do a good job of listening training in combination with teaching practice, from the aspects of cul
49、tivating students interest in listening, providing various opportunities for listening training, increasing the learning of relevant information and improving the test methods of listening. For example, using English songs and games to stimulate learning interest; creating an English learning atmosphere, using listening and speaking, dictation competitions, etc.; encouraging students to listen to English news and watch English movies; changing test methods and forms, etc.3.