Practice of integrated skills in English teaching.doc
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1、Practice of integrated skills in English teaching Abstract: integrated skills training teaching has more and more for the general education worker place self-identity and accept this from the foreign and domestic two aspects, summarizes the research of the teaching mode and point out the significanc
2、e of research space abroad monk deposit, the paper summarizes the research situation of domestic, the paper from the teaching mode of positiveKeywords: integrated skills training, English teaching, Positive roles; Training methodsBy continuing proceed the reform and open policy and also because of t
3、he increasing international culture interactions, English language teaching need to be emphasized on training the communicative skill and comprehensive skills of students. Therefore, during teaching, it is significant meaningful to implement comprehensive skills training and it is also a big mission
4、 to complete. According to the provision New high school English course standard which issued by The ministry of education in 2003, aim on training students skill of comprehensive language usage to achieve the target of English teaching. Based on learning English language, it requires the student ca
5、n be able to understand the objective of learning English; stimulate the skill of self-study and team work; enhance the skill of learning strategy planning; master the way to get information, deal with information, analyze the problem and solve problem by using English. It also encourages student us
6、e English to the daily life in order to establish a good foundation for further study and development. HenceThe purpose of Practice of integrated skills in English teaching is to improve the students four skills of listening, speaking, reading and writing, with the base of necessary phonetics, large
7、 vocabulary and good grammar, But this is not the final purpose. The final purpose is to lot let students be able to use the language.Why do we study English? If a man is only good at listening and speaking, can we say that he is good at English? No, If a man is only good at reading and writing, can
8、 we say that he is good at the language? No, If a student is good at English, he should be able to use the language, both in spoking and writing.Now most of the students do better in reading and writing English than in listening and speaking. They can read and write, but they can hardly communicate.
9、 They can hardly express themselves with their own words. This is partially because of our examination system, and partially of the teaching method . We are not able to change the examination system, but we can improve our teaching method. Most of all the teachers like to provide the students with a
10、 lot of knowledge-words, phrases, grammar, usages and so on, They are focusing these thing, especially on the grammar. Yes, the students do need these, but many teachers forget to teach them how to study English, and how to use it. So when you are giving the knowledge to the students, dont forget to
11、 teach them all the abilities of the four skills. And listening ranks first among these four skills. Rivers investigates that listening contributes 45% of the actual situation of language application. Obviously it is an important means of communication and an important channel of knowledge and infor
12、mation acquisition. The improvement of junior high school students listening skill is very helpful to the development of their abilities of speaking, reading and writing. Therefore, great importance should be attached to the improvement of students listening skill in English teaching in school.Howev
13、er, the training of listening has not been placed in its proper position in traditional teaching for a long time and hence listening has long been a weak point. Many students think that listening is one of the most difficult things in English study, and even some of them have difficulty in understan
14、ding what their teachers teach in English. As the development of students listening skill has become the demand of schools New English Curriculum Standard, nowadays the training of listening has drawn unprecedented attention than before. How to increase the students skill in listening and how to imp
15、rove students listening comprehension in the examination has been the common concern of many English teachers.Based on schema theory, this thesis tries to probe into junior high school students problems into listening and to seek solutions for these problems so as to improve their listening skill.Li
16、steners listening skill is also influenced by psychological factors. Sometimes, listeners over-concentration on listening material leads to nervousness. “Anxiety has a negative effect on listening comprehension. ” Anxiety is a kind of fear; esp. as caused by uncertainty about something. It has been
17、proved that anxiety has a negative effect on language learning.Psychological barriers mainly reflect in two aspects: the state of being too nervous or the state of being unable to focus ones attention during listening. In regular listening practice, some students cant concentrate on the listening co
18、ntent. Instead, they are absent-minded, wandering away, though they still wear their earphones. Such a state of listening, even lasting for only a few seconds, will result in broken listening, which, of course, will affect comprehension result. Some students are easy to be distracted because of bein
19、g fatigued after listening for a long period. Anxiety often occurs in examination. Some students are too eager to get high marks but they are also afraid that they cant adjust themselves to the listening material and the delivery rate. So they become too nervous and blank-minded. Continuity and accu
20、racy of listening cant be assured in such kind of state.1. Other internal factorsListeners age, attention span, memory span, and reaction sensitivity may affect their listening skill. Besides, listening comprehension is closely related to listeners experiences and educational background.2. External
21、factors“The external factors that affect listening comprehension for both the first language and the second language listeners are mainly related to the type of language input and task and the context and co-text in which listening occurs. In terms of language input and task, research in both L1 and
22、 L2 has shown that important factors include:The degree of linguistic complexity (lexis and syntax)The length and conceptual difficulty of the textThe amount of time allowed to English listening comprehension is a rather troublesome problem for many English learners and teachers. But its really impo
23、rtant. How to improve English listening is a concerning topic for English learners and teachers. The followings may help teachers develop their students listening skill. I think to cultivate students interest of listeningEinstein ever said, “Interest is the best teacher.” So cultivating students int
24、erest on learning cant be ignored. As soon as teachers make students interested in listening, they can motivate their enthusiasm and initiative. Listening must be the beginning step of English learning. Practice lis-tening and speaking together, students can improve the lis-tening skill by speaking.
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