高中英语听力教学中存在的问题以及策略

学年论文Title:TheProblemsandTacticsinTeachingofEnglishListeninginHighSchool论文题目：高中英语听力教学中存在的问题以及策略学生姓名：周婷专业：英语班级：080911指导老师：沈兴涛二零一零年六月AbstractAsaninternationallanguage,Englishiswidelyusedintheworld.Itisusuallybelievedthatlanguagelearningisaverydifficulttaskandgenerallyconsistsoffourtypesofskills;listening,speaking,readingandwriting.Manyresearchersindicatethatlisteningisusedmorefrequentlythanotherformsofverbalcommunication,especiallyintheprocessofteaching.Listeningcanbuildupvocabulary,developlanguageusage,andgetmoreinformation.Besides,withtheAudioVideoMethodwidelyusedinEnglishclassroomsweknowthatEnglishshouldbetaughtasacommunicativetool.Asinthelong-termlearningofEnglishlistening,ithasnotdeservedtheenoughregardnesses.Withfewerclasses,thereisnoampletimeforstudentstobetrained.Andlacksofthenecessaryconditionoutofclass,studentshavetheinefficientabilitytocompleteEnglishlistening.Tomakethingsworse,mosthighschoolinChinapaylittleattentionontheessenceoflistening.Instead,theyregardthegradesofwhatstudentsgetasthemajorpoint.Inthisway,themotivationoflearningEnglishissweptaway,eventheirinterest.ThispaperwilldiscussthecurrentphenomenaofEnglishlearninginteaching,theproblemsinEnglishlisteningandtoputforwardtheaccordingtactics.Keywords:Englishteaching；listening,；problems,；tactics摘要作为一种国际语言，英语广泛应用于世界。语言学习是一项比较艰难的任务。语言一般包含四个方面：听，说，读，写。很多研究者表明听力比其他三项更具说服力在交流中，尤其在教学过程中。听力可以增加词汇，发展语言应用，和提供更多信息。而且，自从视频声频在英语教学中广泛应用，英语应该被视为一项交流工具。在长期的英语学习过程中,听力教学一直不被引起足够的重视。听力课时少,学生没有足够时间在课堂上接受训练。而课后由于没有练习听力的环境,所以导致学生听英语的能力薄弱。而且单一的传统教学模式不能提高学生的学习积极性,甚至抹杀了学生学习英语的兴趣。本文针对当前的学生学习英语状况,从思想动机、教学过程、和听力教学策略三方面分析了学生听力水平难以提高的原因,并就其原因提出了英语听力教学的改进措施。关键词：英语教学；听力；问题；策略CONTENTSChapter1Introduction.................................................................................................1Chapter2ProblemsinTeachingofEnglishListening……………………………..32.1InadequateAwareness,UnsuitableTrainingMethods........................32.2LackofNecessaryListeningSkills........................................................32.3HavingaPoorKnowledgeofEnglishCulture....................................42.4PoorListeningHabits............................................................................42.5Low-markPsychologicalDiathesis.......................................................42.6OwingGoodSkillsforExams...............................................................42.7HavingaWeakFoundation...................................................................4Chapter3Tactics.........................................................................................................63.1FireEnthusiasm,ImproveMotivation.................................................63.2TreatListeningSkillsasaMajorPoint................................................63.2.1CultivateaGoodHabitinListening.............................................63.2.2TakingNotesInlisteningprocess..................................................73.2.3StayingCalmintheListeningProcess..........................................73.3ExplicatetheAims;MaptheSuitablePlan.........................................73.4BuildupanExcellentEnglishAtmosphere.........................................73.5UseDifferentWaysofListening...........................................................83.6CombineListening,Speaking,WritingtoaUnit................................83.7BeFamiliarwiththeSubjectsinEntranceExam...............................9Chapter4Conclusion...................................................................................................10Acknowledgements.....................................................................................................11ReferencesBibliography............................................................................................12东华理工大学学年论文Chapter1Introduction1TheProblemsandTacticsinTeachingofEnglishListeninginHighSchoolChapter1IntroductionTheEnglishSyllabusofFull-timeSeniorMiddleSchoolclearlydefines:oneoftheaimsofjuniorEnglishteachingistodevelopstudents’Englishcommunicativeability.Itemphasizeslistening,speaking,readingandwriting.Thefourskillsarecloselydependentoneachother.①Speakingabilityreliesonlisteningability.Allinformationcanbeputinbylistening.Fromlisteningpeoplecanmakelanguagesintowordsandimitatetospeakwhattheyhaveheard.Sopeoplecandeveloptheirlisteningabilityfromspeaking.Nowadays,themediaarewidelyused,andthelisteningskillshavebecomemoreandmoreimportant.However,readingisemphasizedtoomuchinEnglishteaching,whilespeakingandlisteningareneglected.Asaresult,thedevelopmentoflisteningisalwaysignoredbytheEnglishteachers.Manystudentsaregoodatwriting,buttheyareafraidoflisteningandeventheydon’tunderstandwhattheforeignerssay.②SotheEnglishteachersmustpaymoreattentiontostudents’listeningpractice.Itisthekeywaytoimprovetheirlisteningandstrengthenthelisteningteachingmethods.HowcantheEnglishteachersovercomethedifficultiesandbarriersofEnglishlisteninganddevelopstudents’listeningability?Withtheopeningreformusedinourcountry,wearegoodattakinginthegoodsideofothercountries,includingthelearningofpopularlangua