The Ways of Improving Students’ Ability in College English Listening Teaching 大学英语听力提高对策初探.doc
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1、大学英语听力提高对策初探The Ways of Improving Students Ability in College English Listening TeachingAbstractA number of people have frequently made the point that the total time and individual engage in communication; approximately 9% of which is devoted to writing, 16%to reading, 30%to speaking, and 45%to list
2、ening. It is therefore undoubtedly the case that listening should be given more attention in language teaching. But in the foreign languages learning process, the people generally feel that it is difficult to foster and improve ones listening ability. But the author thinks that these are closely rel
3、ative to the complication of listening itself, the language knowledge and skill of the listeners and Chinese traditional teaching model. But from the investigation the author can see that listeners difficulties mainly present in following aspects: 1). The listener cannot follow the speed of the spea
4、kers, 2). The listeners cannot get the main ideas of the material, 3). The listeners are lack of certain memory techniques, 4). The listeners understanding is beyond the material. Therefore take this as the topic to make to solve these problems, the author proposes some listening skills in pronuncia
5、tion, grammar, vocabulary, background knowledge, note and so on, and the goal is to provide some methods of English listening teaching for English teachers and to help the listeners to improve their listening comprehension.Key Words: English listening; problems; solutions摘 要据统计,听,说,读,写在人们的语言使用中各占的时间
6、比重一般是听45%,说30%,读16%,写9%。由此可见听力的重要性。然而,在外语的学习过程中,人们又普遍感觉听力培养和提高的艰难性,作者认为这与听力本身所涉及因素的复杂性,听者所掌握的语言知识和所具备的技能及我国传统的外语教学模式密切相关。而由调查所知,听者的困难主要体现在跟不上速度;抓不住要点;缺乏连贯的记忆能力;听不进等几方面,因此以此为题加以研究,试图从听力与语音、语法、词汇、背景知识、笔记等几方面探讨,目的是提供一些办法给英语教师和帮助听者提高他们的听力理解能力。关键词: 英语听力; 问题; 对策 IntroductionWith the numerous countries ent
7、ry into WTO, the future world economy will realize the integration, and this also requests the language integration, namely in the worldwide scale, so an international language is needed, and English is such a kind of language. It is hard to improve ones English listening comprehension, though accor
8、ding to the foreign language study, 45% information is obtained from listening, 30% from speaking, 16% from reading, and 9% from writing. These data show that English listening plays an important role in English learning. Moreover, the author knows from the investigation and study that many people a
9、lready begin to use modern teaching device such as the broadcast, television, radio, cassette player, VCD, computer and other multimedia tools to train their listening ability. It is difficult to learn English listening for many students. When they begin to listen to English, they will get muddled a
10、s soon as they look at the transcription. Therefore, some people feel worried about it, and they do not know how to practice English listening, on the other hand, although some students have already practice it for a long time, their achievement is very little because the teachers have not told them
11、 the knack of listening training, which results in students losing confidence in it, and even give up halfway.In the history of listening teaching examination, listening was regarded as a passive skill all the time. Since 1970s, listening was treated as a skill correctly used in the teaching. Theref
12、ore it was said that listening teaching was taken for granted after several years experiment and demonstration. It is considered that it is not essential and important link in English teaching until recent year.These experts made plenty of practices and proofs on listening teaching and its function.
13、 But with the development of society, listening teaching will be further developed, especially when English and Chinese are not belonging to the identical language system and there are many differences in pronunciation, intonation, vocabulary, sentence structure, which will inevitably bring great ba
14、rriers to Chinese students.The purpose of this paper is to provide some methods of English listening teaching for English teachers and to help the listeners to improve their listening comprehension. The author makes a brief analysis on the listening comprehension process, characteristics of the list
15、ening process, the common listening barriers and reasons, and ways of improving students listening ability in pronunciation, grammar, vocabulary, background knowledge, note and so on. This article is the authors superficial understanding of the teaching practice and research, so the author attempts
16、to invite experts to give advice on the course. Because the English listening teaching just only starts, there are many insufficiency in teaching, it needs further consummate and enhancement. At the same time, it also sincerely appealed that there are more and better listening materials that suit st
17、udents and teachers being published.The author often heard these questions involved in the listening teaching process, such as “Why the listening comprehension level is difficult to improve?” “How the students improve the level of listening comprehension?” These questions are not easy to deal with;
18、because listening is a process that complicated perceptual knowledge is needed. Especially as a college student, they must take part in some exams, and the listening is the most important part in these exams. So it is seems that the listening is very important. The listening fostering is one of the
19、basic trainings that contain listening, speaking, and reading, writing and translating. Rivers and Timperley (1978) indicated in A Practical Guide to the Teaching of English: In the peoples mutual communication, listening and understanding what other people said is the most important. A number of pe
20、ople have frequently made the point that of the total time and individual is engage in communication, approximately 9% of which is devoted to writing, 16%to reading, 30%to speaking, and 45%to listening, undoubtedly it is therefore the case that listening should be given more attention in language te
21、aching (Wang Qiang,2000). But in the foreign language learning process, people also feel the difficulty of listening fostering and improvement. The author thinks that these are closely related to the complication of listening itself, the language knowledge and skill of the listeners and Chinese trad
22、itional teaching model. I. Listening Comprehension ProcessNoam Chomsky (1960) thinks that people in the entire of using languages experience these processes: recognition analysis by synthesisunderstanding. Likewise, listening is a kind of complicated process that people use language knowledge, commo
23、n sense, special knowledge and analysis by synthesis ability to receive, analyze, comprehend, summary, choose, remember and other activities by enthusiastic and initiative attitude. To put it briefly, this process can be divided into three periods, namely, the stage of the language receiving; the st
24、age of comprehension; the stage of general cognition.A. The Stage of the Language ReceivingThe stage of the language receiving is the first step of the listening comprehension. In this stage, listeners mainly identify some characters from objective languages pronunciation, syntax and meaning of a wo
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