高中英语听力教学策略研究

系别外语系专业英语年级(班级)2008级学号0810311104学生姓名车永强指导教师覃军艳职称副教授完成时间2012年04月30日AStudyonStrategiesofEnglishListeningTeachinginSeniorMiddleSchoolsofHezhouDistrict:BasingonFuchuanEthnicMiddleSchool贺州地区高中英语听力教学策略研究——以富川民族中学为例本科生毕业论文独创性声明本人郑重声明：所呈交的毕业论文（设计）是本人在指导老师指导下取得的研究成果。除了文中特别加以注释和致谢的地方外，论文（设计）中不包含其他人已经发表或撰写的研究成果。与本研究成果相关的所有人所做出的任何贡献均已在论文（设计）中作了明确的说明并表示了谢意。签名：年月日授权声明本人完全理解贺州学院有关保留、使用本科生毕业论文（设计）的规定，即：学院有权保留并向国家有关部门或机构送交毕业论文（设计）的复印件和磁盘，允许毕业论文（设计）被查阅和借阅。本人授权贺州学院可以将毕业论文（设计）的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编论文（设计）。本人论文（设计）中有原创性数据需要保密的部分为：无。签名：年月日指导教师签名：年月日AStudyonStrategiesofEnglishlisteningTeachinginSeniorMiddleSchoolofHezhouDistrict:BasingonFuchuanEthnicMiddleSchoolAuthor:CheYongqiangForeignLanguagesDepartmentSupervisor:QinJunyanAbstractInanincreasinglydevelopingday,especiallysinceChinajoinedtheWTO,therehasbeenafrequentcommunicationbetweenChineseandforeigners.AndlanguagehasbecomethebridgeforsmoothcommunicationbetweenChineseandforeigners.Andhavingagoodcapacityforlisteningisthefirststepofthefollowsmoothcommunication.Basingontheforefathers’studyonhowtoimprovethecapacityforlistening,undertheangleofteachingstrategies,andcombiningwithKrasen’inputhypothesis,thethesisresearcheshowtoimprovethecapacityforlisteningoftheseniormiddleschoolstudents.ThenmaketheresultofthisresearchtobeareferenceforthepracticeteachingactivitiesoftheseniormiddleschoolofHezhouDistrict.ThisthesishasanalyzedthepracticeEnglishlisteningteachingstateofthestudentsfromtheseniormiddleschoolofHezhouDistrict,andsummarizedthekeyfactorsofwhatstopthestudentsoftheseniormiddleschoolofHezhouDistrictfromimprovingtheircapacityforlistening.Fortheresearchabove,combiningwithKrasen’inputhypothesis,theauthorgivessomeadvicesontheappropriateteachingstrategiesfortheseniormiddleschoolEnglishlisteningteachingonHezhouDistrict,andgivessomereferencesonEnglishlisteningteachingstrategiesfortheteachersofseniormiddleschoolofHezhouDistrict.Keywords：Englishlisteningteachinginseniorschool,teachingmethod，inputhypothesis贺州地区高中英语听力教学策略研究——以富川民族中学为例外语系车永强指导教师覃军艳摘要在日益发展的今天，尤其是自从中国加入WTO以后，中国与外国之间的交往变得越来越频繁。语言则成为了国内与国外间顺利沟通的一座桥梁。而具备较好的听力能力则是互相间顺畅交流的第一步。文章在前人对如何提高高中英语听力水平的研究基础上从教学策略的角度，结合克拉申的输入理论，探讨了如何通过改进教学策略来提高高中英语听力水平，并用这一研究结果为贺州地区高中英语听力的实际教学活动提供参考。文章通过对影响富川民族中学学生英语听力学习的实际教学情况进行了分析，并概括出影响贺州地区高中生英语听力提高的主要因素。针对以上研究，结合克拉申的输入理论提出一些适合贺州地区高中英语听力教学策略的建议。为贺州地区高中英语老师提供一些英语听力教学策略的参考。关键词：高中英语听力，教学策略，输入理论Contents1.Introduction..................................................................................................................12.LiteratureReview.........................................................................................................12.1DefinitionofTeachingStrategies.............................................................................12.2PreviousResearchesonSeniorMiddleSchoolEnglishListeningTeachingStrategies.........................................................................................................................22.2.1ResearchonSeniorMiddleSchoolEnglishListeningTeachingStrategiesatHomeandAbroad........................................................................................................22.2.1.1ResearchonSeniorMiddleSchoolEnglishListeningTeachingStrategiesatHome....................................................................................................................22.2.1.2ResearchonSeniorMiddleSchoolEnglishListeningTeachingStrategiesAbroad.....................................................................................................................32.3TheSignificancesofthePresentStudy....................................................................43.ProblemsofEnglishListeningTeachinginSeniorMiddleSchoolEnglishofHezhouDistrict.................................................................................................................43.1UsingIncomprehensibleTeachingMaterials........................................................53.2UsingUninterestingTeachingContent.................................................................63.3UsingaFixedMethod...........................................................................................73.4TheStudentsBeingLazytoDoExercise..............................................................74TheApplicationofStephenKrashen’InputHypothesis...........................................84.1TheInputHypothesisofStephenKrashen............................................................84.2TheApplicationofStephenKrashen’InputHypothesis.......................................94.2.1ChoosingtheComprehensibleTeachingMaterials........................................94.2.2ElectingInterestingandRelevantTeachingContent....................................104.2.3CreatingaNaturalEnvironmentforLeaning...............................................114.2.4IncreasingtheInput......................................................................................125.Conclusion...................................................................................................................135.1GeneralOvervie