初中英语听力教学中的问题与对策(2)
In this thesis, I point out the problems of teachers in English listening teaching. The problems of English listening teaching that include the neglect of training students’ good listening attitude, no enough attention to foster students’ listening skills, the ignorance of inpidual difference of students and the singleness of teaching contents and teaching approaches. Then I will introduce the reasons of causing these problems. It includes that teachers don't impel students to develop right listening habits and have steady linguistic knowledge. Then I will show the countermeasures to solve the problems of English listening teaching, which include improving linguistic knowledge and choosing appropriate English materials to make students build up confidence and so on, in order to enhance the quality of English listening teaching in junior middle school.
Key words: English listening teaching; junior middle school; problems; countermeasures
On the Problems and the Countermeasures of English Listening Teaching in Junior Middle School
I. Introduction
In the study of English, we have many methods to acquire messages, such as listening, speaking, reading, and writing. Kenneth considers that listening comprehension includes five components that are discrimination, perception of message, auditory memory, decoding message and the use or storage of message. So teachers should care about improving the effect of listening teaching in the English class.
The research of English listening teaching includes the approaches of English listening teaching, the treatment of teaching materials, English listening teaching under the environment of Multi-media, and some useful experience. Firstly, about the research of teaching methods, Su Zhenli introduces two teaching methods that are cooperative study and controlling study, which are prevalent in America. Shi Weixuan and Li Caichun inquire into autonomic learning in 2007. Secondly, the research of English materials includes traditional English listening materials and the English listening materials of Multi-media. Lu Li, Lu Yanping, and Shi Xusheng analyze that English audio-visual materials have great influence on listening comprehension. In addition, Shi Xinyuan expounds English textbooks’ composition. Moreover, about the use of Multi-media, Zhang Haiseng and Li Yan considers that Multi-media should combine with traditional listening teaching methods, which can expose the effect of listening teaching. In the end, Yang Qian and Yang Huizhong inquire into English listening teaching, summarize teaching experience, and put forward some problems about enhancing English listening that are well worth thinking.
The research of this field has some advantages, which can improve the quality of English listening teaching. Besides, teachers can make teaching combine with practical study. However, about the research of textbooks, although the researchers discuss from two aspects, traditional listening materials and listening materials of Multi-media, they haven’t some other innovation.
In this thesis, I will introduce these problems, the reasons, and the countermeasures about English listening teaching. Researching English listening teaching can help teachers change single teaching model, and innovate teachers to enhance students’ ability of English listening.
II. The Problems of English Listening Teaching
With the development of society, there are some demands that have been exerted to English listening teaching. However, teachers don’t change their traditional teaching model, so there are many problems in English listening teaching.
2.1Don’t Impel Students to Develop Good Attitude of Listening
As we all known, students begin to keep in touch with English from primary school. However, in primary school, English teaching has arbitrary characteristics that the teachers exert many games in the class, which will lack enough attention of English listening so that students will not develop good attitude of listening. Besides, English listening teaching can be pided into three steps, such as before listening, during the process of listening, and after listening. Teachers don’t tell students how to do explicitly at every step. Therefore, students will lack some skills of listening, so that students can’t grasp important information during the process of listening. In addition, teachers don’t make students possess good listening habits that include taking notes during the process of listening. Therefore, teachers should make students develop good listening attitude, which can help teachers improve their teaching methods.