英语本科毕业论文浅谈高中英语的听说教学方法.doc

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1、 本科毕业论文 浅谈高中英语的听说教学方法学生姓名： 学生学号： 院（系）： 外国语学院 年级专业： 2003级英语本科4班 指导教师： 二七年五月An Analysis of English Teaching Approach on Listening and Speaking in High SchoolsLi HongqiongUnder the Supervision ofPeng XinyueSchool of Foreign Languages and CulturesPanzhihua UniversityMay 2007ContentsAbstract.IKey WordsI摘

2、要.II关键词.IIIntroduction.1I. Internal and External Teaching Approach.2II. The Teaching Condition in China.2A. Existent Problems in English Teaching.3B. Elements of Influence.41. Traditional Teaching Approach.42. Teaching Situation.5III. Available Teaching Approach.5A. Proper English Teaching Approach.

3、5B. Good Arrangement of English Teaching.6C. Teaching Atmosphere.7 D. Improvement of Students Interest .7 E. Teaching Technique.8 1.Question-Answer.8 2. Communication.9 3. Interview.9Conclusion10Acknowledgements.11Bibliography.12AbstractThis article analyzes English teaching approaches on listening

4、and speaking in Chinese high schools, listed some existent problems in traditional English teaching approaches. Such as the results of teacher-centered teaching approaches, and vocabulary and grammar trainings teaching approaches, etc. These traditional teaching approaches fail to train students lis

5、tening and speaking ability to some extent. According to National English Teaching Outline, Chinese high Schools students should have a certain listening and speaking abilities. So, it is important for English teacher to take some effective teaching approaches to achieve this goal in listening and s

6、peaking. Based on this, this article does some practical researches in English teaching approaches on listening and speaking of Chinese high schools, analyzes some teaching principles and teaching skills on listening and speaking of Chinese high schools, etc. Finally, the author join a conclusion th

7、at English teaching approach should be transferred from strengthen vocabulary and grammar training to listening and speaking training. It agrees with Chinese Education reform.Key WordsTeaching approach; listening and speaking; teaching principle; teaching skill摘要教育部在颁布的高中英语教学大纲中指出，“听说英语是英语教学的重要目的之一，

8、英语教学要重视听说训练和口语能力的培养。”传统英语听说教学方法存在着以教师教学为主，单纯重视词汇与语法的灌输而忽略了对学生的听说能力培养的不足。这使得学生虽然熟练掌握了词汇和语法，却不能用来进行有效听说交流。本课题通过对英语教学方法原则和技巧等相关教学因素的分析和探讨，针对目前高中听说教学中所存在的一些问题提出了自己的观点：即培养学生的听说能力，需要为学生创设一个既和谐舒适又有语言情境的环境。论证了有效的英语听说教学应该是：将英语课堂教师教学的重点从词汇、语法转向学生听说能力的发展，将重视考试结果向重视学生听说过程转变。这一结论也符合当前的英语教学改革。关键词 教学方法；听说教学；教学原则；教

9、学技巧Introduction In nowadays China, English teaching approaches on listening and speaking of high schools insist on teacher-centered teaching approaches emphasize on vocabulary and grammar trainings teaching approaches. These traditional English teaching approaches cause students lack of ability of l

10、istening and speaking. With the development of Chinese economy, more and more talents who can master English are urgently needed. In order to acclimatize ourselves to the economy development, we should take some effective English teaching approaches to train excellent students who can not only maste

11、r vocabulary and grammar but also can use them to communicate frequently. This article analyzes existent problems in traditional English teaching approaches of Chinese high schools, the elements that affect English teaching, and discuss teaching principles and teaching skills, make a comparison betw

12、een internal and external teaching approaches. The article gets a conclusion that it is better for English teaching approaches to be transferred from strengthen vocabulary and grammar training to listening and speaking training. It also agrees with Chinese Education reform. As a teacher, the author

13、practiced it at Yu Men high school, Pan Zhihua city, and got some achievements. I. Internal and External Teaching ApproachIn the world, people have made a lot of researches on English teaching, but only a few of these researches are generally introduced and used in the English teaching of listening

14、and speaking of Chinese high schools. In foreign countries, there are some researches on English teaching of listening and speaking. For instance, one of the American linguists, Bloomfield advances the Audio-lingual teaching method. “Among the founders, Bloomfield is the deputy.” (Chen Jianlin, 2000

15、). “The Audio-lingual teaching method is a training method of speaking competence, and contributes to strengthen the training and the mastering on studying abilities. But it is easy to cause students feel dull for the mechanization and repetition of sentence structures. Thus it causes non-brisk atmo

16、sphere of English classroom. At the same time, it neglects the creativity of language training and language using.” (Mei Deming, Zhang Dingquan, Hu Jinju, 2004). In 1964, professor Nelson Brooks originates the Audio-Visual Approach for the teaching of listening and speaking, which is a training meth

17、od of oral English and English listening, English linguist D.A.Wilkings also raises the Communicative Approach. In China, the time to popularize English is too short. Therefore, the level of English teaching is low, especially on the English teaching of listening and speaking. And English teaching i

18、s influenced by the traditional education approaches and examination education system. From these, the training of listening and speaking is important and must be proceed in a situation which is comfortable and harmonious, and the purpose of English teaching is to use language freely. For this reaso

19、n, it is necessary to research more effective teaching approaches.II. The Teaching Condition in ChinaAt present, National Education Department regards the English study as an important measure for education reform. But compared with foreign education, it is not enough. In abroad, students study beco

20、me more and more liberal, and students dont worry about the results of examination, so they pay more attention to the usage of knowledge. But in China, it is different, particularly in high schools. Teachers and parents force the students to do much exercise in order to pass all kinds of examination

21、s. So there is no time and energy to develop students competences of English listening and speaking. In Chinese traditional education concepts, headmasters and teachers believe that good students are quiet ones. In the classroom, teachers always require students to keep silent, in class, students on

22、ly use their eyes and ears to see and to hear, and seldom use their mouths to communicate with teachers and classmates. During class time, teacher speaks more to teach while students just are permitted to answer question when are asked. In fact, the effective study needs the whole coordination, incl

23、uding using eyes and ears, mouth and body languages at the same time. For example: When the students are thinking of how to answer questions, some bow their heads, some hold their heads high, some talk to themselves and some want to get help from their classmates. When the students get answers, some

24、 speak loudly and some still keep silent. When the students cant find the answer, some keep silent, and some bow their heads and some complain themselves have no abilities. In consequence, keep silent may be helpful for individual study, but it is really not good to train students communicative comp

25、etence. In addition to, the traditional teaching approach deeply affects the present English teaching. During class time, teachers only emphasis on words, grammars, sentence structures and text, and they forget the objective of present English teaching. The objectives put forward by National Educati

26、on Department “Emphasis communication, basis of task, study in the activities, and get knowledge in the process of using language.” They forget that their students need more training of listening and speaking. So these problems need to get enough attention of the educators. And people should solve t

27、he non-scientific English teaching approaches essentially. And apply them to the specific English classroom teaching.A. Existent Problems in English Teaching In China, the traditional English teaching is teacher-centered teaching, English teaching mainly concerns with vocabulary and grammar, under t

28、his teaching approach, it is difficult for students to get chance to communicate in class, seldom students get chance to practice their oral English in class. Traditional English teaching is based on examinations. In China, English teaching is controlled by examinations; the purpose of English teach

29、ing is for examinations and for high mark. This traditional English teaching approach ignores the training of students communicative abilities. It is unfair to students to learn. And the teacher always interrupted the students answer process when he found that the answer is not right, this behavior

30、is not suitable. For example, when a baby learns to speak his/her mother language, his/her mother does not point out his/her mistakes at once, mothers behavior is suitable for her baby to learn language quickly, because skill comes from practice. Another problem is traditional English teaching lacks

31、 of proper teaching objectives. What is teaching objectives in the English classroom? Besides to cultivate students abilities to solve problems, it is to train students ability of listening and speaking. At present, either in university, in middle school or in primary school, English classroom is ta

32、ken up by teachers vocabulary and grammar teaching. The examination is in the form of written, and ignores the function of language communication, especially listening and speaking communication. A survey indicates: there is few high school students think their teacher take time to teach how to use

33、English for communication in the classroom.B. Elements of InfluenceListening and speaking are two important parts for language learning, but there are many other influence elements. In China, there is no language context in the English teaching in high schools, so the degree of students competence o

34、f acceptance to foreign language is only 70%. So, it is difficult for high school students to communicate in English. Hence, it is very important to help high school students to overcome the influence of mother language in the English teaching process. Besides,teacher should pay attention to the fee

35、ling of high school students in the training process of listening and speaking. In order to get a good result, students should keep cheerful mind.1. Traditional Teaching ApproachBecause of the influence of traditional teaching, teachers and students of high schools ignore listening and speaking all

36、the way, especially by high schools. It is impossible for students to practice oral English more under the pressure National Entrance Examination. At present China, National Entrance Examination still takes the most important position in Chinese education system. As a result, teacher of high schools

37、, he or she must adjust their teaching orders and approaches, the teacher dare not use more time to train students communicative ability, especially oral English in class teaching, the teacher just force the student to learn new words and grammar to meet the demands of National Entrance Examination.

38、 Moreover, in traditional English teaching, the teacher used to use mother language to explain target language, this is a wrong teaching behavior, the teacher should change the approach and to explain target language by using target language, only in this way, can the teacher guide the students to d

39、evelop their listening and speaking ability and to strengthen their communicative ability.2. Teaching SituationLanguage is a social communicative tool, and it is restricted directly by social context. If there is no specific social language context, then there is no communicative activity of languag

40、e. In the process of English teaching, it is fully important and necessary to create social language context and to use real objects, pictures, signs and motions. In contrast, Chinese high school students think it is difficult to study oral English, and it is easy to pass examination. This major rea

41、son is that there is no language context. It is a chief stage for students in high schools. Teacher assign a lot of exercise to students in high schools, it takes much time for students to finish the exercises, so, it make students have little time in prating listening and speaking. But, as we all k

42、now, language learning needs a lot of time to practice, in fact, students can get effective result if they have enough time to practice. So, the teacher should change the teaching approach. Firstly, teachers should try to use social language context as major oral and listening exercise language cont

43、ext. Secondly, teachers try to increase more practices of English listening and speaking activities for students, try to reduce to translate by the thinking style of mother language, and try to master communication of listening and speaking. Finally, it is much more visualization, gradational, consi

44、stent and logic for teachers to organize language material. At the same time, it is beneficial for students to train their competence of listening and speaking and language application.III. Available Teaching ApproachA. Proper English Teaching Approach There are five main skills in English applicati

45、on, they are listening, speaking, reading, writing and translation in the process of English teaching. In the traditional teaching model, reading and writing are the first ones. Students think that they must have mastered English for they can read and write in English. In fact, they can read and write doesnt stand for they can listen and speak the aim of language study is to communicate with others b