如何提高中學(xué)生的英語(yǔ)聽(tīng)力能力VIP

1、如何提高中學(xué)生的英語(yǔ)聽(tīng)力能力【摘要】本文探索了怎么樣利用英語(yǔ)組織教學(xué)，誘發(fā)學(xué)生的聽(tīng)音興趣，提高學(xué)生的聽(tīng)音效果，充分利用每單元的聽(tīng)力練習(xí)并進(jìn)行聽(tīng)寫(xiě)訓(xùn)練，并在課堂及時(shí)發(fā)現(xiàn)學(xué)生聽(tīng)音中存在的問(wèn)題，加以解決。 【關(guān)鍵詞】聽(tīng)力能力；聽(tīng)音；聽(tīng)力教學(xué)策略 中學(xué)英語(yǔ)聽(tīng)力課是英語(yǔ)教學(xué)中必不可少的課，但目前尚沒(méi)有一套完整的，行之有效的教學(xué)法。我們近年來(lái)是如何用英語(yǔ)組織課堂教學(xué)，如何誘發(fā)學(xué)生的聽(tīng)音興趣，如何充分利用每單元的聽(tīng)力練習(xí)并進(jìn)行所寫(xiě)訓(xùn)練，如何善于及時(shí)發(fā)現(xiàn)解決學(xué)生在聽(tīng)音中所存在的問(wèn)題進(jìn)行了探索。 1 教師善于利用英語(yǔ)組織教學(xué) 在備課時(shí)，既要備課文的內(nèi)容，又要具備學(xué)生為教學(xué)作好充分準(zhǔn)備，使用英語(yǔ)和其它直觀手段來(lái)組

2、織課堂教學(xué)，給學(xué)生創(chuàng)造一種英語(yǔ)氛圍。我們從初中一開(kāi)始就盡量借助手勢(shì)、表情，用簡(jiǎn)單的英語(yǔ)來(lái)教學(xué)生一些日常用語(yǔ)。例如：open the door, close the door, please. open your books, close your book. put up your hands, please. please stand up, sit down, please等等。起初學(xué)者可能聽(tīng)不懂，但以后每節(jié)課都不斷使用，學(xué)生們就會(huì)逐漸聽(tīng)清，聽(tīng)懂甚至還能模仿或脫口而出。隨著時(shí)間的推移，用簡(jiǎn)單的英語(yǔ)解釋語(yǔ)匯，介紹課文、對(duì)話(huà)，再伴隨著動(dòng)作、手勢(shì)、演示和一些簡(jiǎn)筆畫(huà)。這樣，學(xué)生上課就能很輕松地聽(tīng)懂

3、理解。堅(jiān)持使用合適的、可理解的課堂知識(shí)用語(yǔ)，有利于吸引學(xué)生的注意力，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性，增強(qiáng)學(xué)習(xí)英語(yǔ)的信心，同時(shí)也為更難些的聽(tīng)力訓(xùn)練打下了良好的基礎(chǔ)。 2 誘發(fā)學(xué)生的聽(tīng)音興趣，提高學(xué)生的聽(tīng)音效果 2.1 在學(xué)習(xí)有關(guān)大自然、生態(tài)環(huán)境、自然保護(hù)等方面的內(nèi)容時(shí)，教師可以準(zhǔn)備一段恬靜的音樂(lè)作為背景音樂(lè)，讓學(xué)生閉上眼睛聽(tīng)音樂(lè)，教師的輕柔的聲音開(kāi)始朗讀，要求學(xué)生盡量想象朗誦所描述的情景。這樣，有助于提高學(xué)生的聽(tīng)力。這不僅可誘發(fā)學(xué)生的聽(tīng)音興趣，又可以幫助學(xué)生正確理解聽(tīng)音內(nèi)容。布置任務(wù)并提出問(wèn)題，使學(xué)生有點(diǎn)壓力感，并在聽(tīng)音過(guò)程中，將這樣壓力轉(zhuǎn)變?yōu)閷W(xué)習(xí)的動(dòng)力，從而增強(qiáng)了聽(tīng)音效果，提高了聽(tīng)力理解能力

4、。 2.2 把推銷(xiāo)競(jìng)賽引入聽(tīng)力教學(xué)，通過(guò)學(xué)生分組競(jìng)相“推銷(xiāo)產(chǎn)品”來(lái)激發(fā)學(xué)生的想象力和聽(tīng)音興趣。同學(xué)們?cè)谡n堂上有所表現(xiàn)都不甘落后，不僅課堂認(rèn)真聽(tīng)音，還調(diào)動(dòng)了他們聽(tīng)音的積極性。 3 充分利用每單元的聽(tīng)力練習(xí)并進(jìn)行聽(tīng)寫(xiě)訓(xùn)練 聽(tīng)錄音前，先用英語(yǔ)介紹語(yǔ)境，提出具體任務(wù)，讓學(xué)生帶著特定的目的去聽(tīng)。這樣，他們就會(huì)專(zhuān)心致志地通過(guò)聽(tīng)尋求所需要的信息。做完練習(xí)，再放錄音一遍，讓學(xué)生重復(fù)其中某些句子或段落。如此堅(jiān)持，學(xué)生的語(yǔ)感增強(qiáng)了，聽(tīng)力也提高了。另外，還可以自己錄制磁帶、搜索一些口讀的資料，或在每節(jié)課結(jié)束時(shí)，對(duì)學(xué)生進(jìn)行聽(tīng)寫(xiě)訓(xùn)練。如：選擇詞匯、詞組、句子或較為簡(jiǎn)短的短文作為聽(tīng)寫(xiě)材料。這樣會(huì)使學(xué)生在聽(tīng)的過(guò)程中，既復(fù)習(xí)

5、鞏固了教材內(nèi)容，又將枯燥乏味的英語(yǔ)課變得有聲有色。 4 善于及時(shí)發(fā)現(xiàn)解決學(xué)生聽(tīng)音中存在的問(wèn)題 學(xué)生的聽(tīng)力理解能力不僅與語(yǔ)音、語(yǔ)法、詞匯等語(yǔ)言三要素密切相關(guān)，而且與學(xué)生的預(yù)測(cè)能力、反應(yīng)速度、暫時(shí)記憶、以及分析、歸納、綜合能力等緊密相關(guān)。所以我們?cè)诮虒W(xué)中傳授聽(tīng)力技巧外，還要善于及時(shí)發(fā)現(xiàn)并解決學(xué)生在聽(tīng)音過(guò)程中所存在的問(wèn)題。例如：聽(tīng)錄音寫(xiě)句子時(shí)，我們發(fā)現(xiàn)即使每個(gè)句子都聽(tīng)二至三遍，但仍有同學(xué)寫(xiě)不出來(lái)。其中，有的同學(xué)僅寫(xiě)下每個(gè)句子的前二三個(gè)詞，或末尾幾個(gè)單詞，有的同學(xué)斷斷續(xù)續(xù)的寫(xiě)句中的幾個(gè)單詞，毫無(wú)意義可言；也有的同學(xué)常常漏掉了標(biāo)點(diǎn)符號(hào)；還有的同學(xué)寫(xiě)了不少同音異義詞。通過(guò)分析，具體原因有兩種： （1）剛聽(tīng)

6、到前面幾個(gè)詞便急于動(dòng)筆，或聽(tīng)一個(gè)詞寫(xiě)一個(gè)詞，使得句子支離破碎。 （2）不懂連讀、弱讀、同化、失去爆破等語(yǔ)音知識(shí)，不會(huì)劃分意群，不習(xí)慣自然節(jié)奏，辨不明語(yǔ)調(diào)，不了解英、美發(fā)音差異等。 針對(duì)以上兩點(diǎn)，我們及時(shí)地向同學(xué)們介紹了一些聽(tīng)音方法和技巧。告訴學(xué)生首先要把一個(gè)句子聽(tīng)得差不多或聽(tīng)完再動(dòng)筆。再選擇好動(dòng)筆時(shí)機(jī)，做到聽(tīng)寫(xiě)兼顧，既不能耽誤聽(tīng)也不能耽誤寫(xiě)。其次，動(dòng)筆要快而敏捷，盡管可以聽(tīng)二三遍，要慢慢地寫(xiě)下來(lái)也是不可能的。有時(shí)可用符號(hào)、縮寫(xiě)來(lái)代替某些詞，只要自己能看懂既可，然后再整理成句。最后，聽(tīng)者時(shí)要注意句子的整體意義，這樣可以避免因?qū)戝e(cuò)單詞而造成的句子意義或語(yǔ)法不通。 聽(tīng)力作為一種輸入型技能，是英語(yǔ)四項(xiàng)

7、基本技能之一，是學(xué)習(xí)英語(yǔ)的先導(dǎo)，是衡量一個(gè)人英語(yǔ)水平的最基本條件。據(jù)不完全統(tǒng)計(jì)，一個(gè)人在從事交際活動(dòng)中，9的時(shí)間用于寫(xiě)，16的時(shí)間用于閱讀，30的時(shí)間用于說(shuō)，而45的時(shí)間則是聽(tīng)?？梢?jiàn)，聽(tīng)在日常交際中占據(jù)著相當(dāng)重要的地位。但我通過(guò)對(duì)近幾年中學(xué)英語(yǔ)聽(tīng)力測(cè)試情況分析，感到當(dāng)前中學(xué)生的英語(yǔ)聽(tīng)力較之詞匯、語(yǔ)法和閱讀等項(xiàng)目而言，仍屬薄弱環(huán)節(jié)，仍是學(xué)生丟分的大頭。那么當(dāng)前中學(xué)生英語(yǔ)在聽(tīng)力能力培養(yǎng)方面究竟存在哪些問(wèn)題，又該如何解決呢?結(jié)合自己這幾年來(lái)的教學(xué)經(jīng)驗(yàn)，我粗略地談一談自己的幾點(diǎn)思考。 一、當(dāng)前中學(xué)生在聽(tīng)力方面存在的問(wèn)題 1.語(yǔ)音語(yǔ)調(diào)把握不準(zhǔn) 教學(xué)中，我對(duì)一些聽(tīng)力水平相對(duì)較弱的學(xué)生調(diào)查發(fā)現(xiàn)：這些學(xué)生聽(tīng)力

8、不好的一個(gè)重要原因就是語(yǔ)音語(yǔ)調(diào)把握不準(zhǔn)。有許多學(xué)生反映，自己在做聽(tīng)力時(shí)，對(duì)不完全爆破、意群、連讀、音的同化與弱化等語(yǔ)音變化情況感覺(jué)不到，分不清他們之間的區(qū)別，結(jié)果聽(tīng)什么都一樣。也有一些學(xué)生反映自己對(duì)語(yǔ)義把握不準(zhǔn)。在做聽(tīng)力時(shí)，也能抓住一些關(guān)鍵詞，大概了解所講內(nèi)容，但由于自己對(duì)語(yǔ)言知識(shí)、文化背景了解的少，加上總喜歡用母語(yǔ)漢語(yǔ)的思維去理解英語(yǔ)語(yǔ)義，結(jié)果經(jīng)常是理解不準(zhǔn)，掌握不全，領(lǐng)悟不透，題目只要是稍有轉(zhuǎn)彎就會(huì)做錯(cuò)。 2.緊張畏懼心理伴隨 從心理學(xué)角度來(lái)講，任何人面臨巨大壓力都會(huì)出現(xiàn)不同程度地心理反應(yīng)，諸如緊張、害怕或恐慌等，學(xué)生做聽(tīng)力也同樣存在這樣的問(wèn)題。有的學(xué)生心理素質(zhì)相對(duì)較好，面對(duì)壓力，能通過(guò)深

9、呼吸、眺望遠(yuǎn)方或自己給自己打氣等方式迅速平靜下來(lái)，但有的學(xué)生就不行。事情越是重要越緊張，越緊張就越擔(dān)心，越擔(dān)心就越聽(tīng)不到東西。 3.知識(shí)結(jié)構(gòu)單一不全 對(duì)近十年來(lái)中考英語(yǔ)聽(tīng)力考試題統(tǒng)計(jì)發(fā)現(xiàn)，現(xiàn)在每年中考聽(tīng)力試題中都會(huì)涉及到說(shuō)英語(yǔ)國(guó)家的一些風(fēng)俗習(xí)慣，日常生活，特別是一些小故事、小幽默、小笑話(huà)經(jīng)常出現(xiàn)，有一些文章道理非常淺顯易懂，只要你平時(shí)閱讀過(guò)類(lèi)似的文章，一聽(tīng)就會(huì)明白，題目答案一看便知。但我們很多學(xué)生不喜歡閱讀，課余時(shí)間除完成一些必需的或家長(zhǎng)規(guī)定的作業(yè)外，大部分時(shí)間都用于玩游戲、看電視或睡覺(jué)，造成我們的學(xué)生的知識(shí)匱乏，結(jié)構(gòu)單一。 4.聽(tīng)力技巧掌握不好 在幾年的教學(xué)和監(jiān)考中我發(fā)現(xiàn)，好多學(xué)生缺乏聽(tīng)力技

10、能，不懂得如何利用放音前幾分鐘熟悉題目、預(yù)想內(nèi)容和揣測(cè)重點(diǎn)，不知道如何利用開(kāi)考前幾秒鐘，平靜心態(tài)，將自己身體、心理調(diào)整到最佳狀態(tài)。 5.教師自身素質(zhì)不高 俗話(huà)說(shuō)：要想給別人一碗水，自己必須有一桶水。要想提高英語(yǔ)聽(tīng)力，老師自己的水平非常重要。我們的學(xué)生很喜歡模仿自己的老師，如果老師自己的發(fā)音不準(zhǔn)、口形不正確或在課堂上不擅長(zhǎng)用英語(yǔ)與學(xué)生交流，學(xué)生勢(shì)必也會(huì)發(fā)音不準(zhǔn)，喜歡用漢語(yǔ)化的思維學(xué)英語(yǔ)，久而久之，就會(huì)出現(xiàn)只能聽(tīng)懂自己老師的發(fā)音，而當(dāng)遇到不同發(fā)音時(shí)就不知所措了。 二、解決問(wèn)題的對(duì)策 1.建立信心，培養(yǎng)樂(lè)趣 古語(yǔ)云：知之者不如好知者，好知者不如樂(lè)之者。多年的執(zhí)教經(jīng)驗(yàn)告訴我，要想讓學(xué)生練好聽(tīng)力，提高聽(tīng)

11、力水平，給學(xué)生建立信心，培養(yǎng)樂(lè)趣是必不可少的。要讓學(xué)生從心底里喜歡英語(yǔ)、喜歡聽(tīng)力，做到在聽(tīng)中建立自信、在聽(tīng)中感受成功、在聽(tīng)中體驗(yàn)快樂(lè)。我們要想提高聽(tīng)力水平，必須從幫助學(xué)生建立自信、找到樂(lè)趣中入手。通常我們采取三種方法：一是循序漸進(jìn)地教。堅(jiān)持由淺入深、由易到難的原則，可以先讓學(xué)生聽(tīng)一些對(duì)話(huà)材料，逐漸加大難度。遇到生詞、詞組或一些關(guān)鍵的詞匯，老師可以口頭多重復(fù)幾遍，幫助學(xué)生理解，設(shè)法排除學(xué)生畏難情緒，培養(yǎng)學(xué)生聽(tīng)英語(yǔ)的興趣和信心，調(diào)動(dòng)學(xué)生的積極性。二是持之以恒地學(xué)。聽(tīng)力的提高是一個(gè)漫長(zhǎng)的過(guò)程，不能指望一朝一夕，一促而蹴，要有持之以恒、堅(jiān)持不懈的精神，在日積月累的學(xué)習(xí)中不斷進(jìn)步。三是有的放矢地練?？梢?/p>

12、針對(duì)學(xué)生的不同水平，有針對(duì)性地給學(xué)生制訂階段性訓(xùn)練計(jì)劃，提出階段性目標(biāo)要求，讓學(xué)生看到希望，看清目標(biāo)，在前進(jìn)中一步步建立自信，在取得的一個(gè)個(gè)成功中品嘗樂(lè)趣1. introduction listening, speaking, reading and writing are the four basic skills that english learners in junior high school should develop. and listening ranks first among these four skills. rivers investigates that list

13、ening contributes 45% of the actual situation of language application. obviously it is an important means of communication and an important channel of knowledge and information acquisition. the improvement of junior high school students listening ability is very helpful to the development of their a

14、bilities of speaking, reading and writing. therefore, great importance should be attached to the improvement of students listening ability in english teaching in junior high school. however, the training of listening has not been placed in its proper position in traditional teaching for a long time

15、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 understanding what their teachers teach in english. as the development of students listening ability has become the demand

16、 of middle schools new english curriculum standard, nowadays the training of listening has drawn unprecedented attention than before. how to increase the students ability in listening and how to improve students listening comprehension in the examination has been the common concern of many english t

17、eachers. 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 ability1.introductionenglish plays an important part in the modern world .according to english course standar

18、d, language skills consist of listening ,speaking, reading and writing and the synthetic use of the four skills .listening is considered as one of the most difficult abilities to conquer for students in middle school. generally speaking , the right training order of the four skills should be that li

19、stening is ahead of speaking ,speaking ahead of reading, reading ahead of writing; to improve the other three skills, students must have a solid foundation of listening skill. what is more , with the development of modern english teaching ,more and more educators have pointed out the practical use o

20、f english is the most important of all. so a good listening is the precondition of reaching the language learning aim to communicate. fortunately ,many teachers and educators have realized the importance of listening comprehension so that they pay more attention to developing the students listening

21、skills in their english teaching .so this paper concentrates on how to improve students listening in middle school.2.theory as we all know ,language is a means of communication with other people .if that is so ,then what is the purpose of teaching and leaning language ? we all learn our mother tongu

22、e in order to function is our home community .when we come across people brought up in a different language community ,we might need to communicate with them, too; they might have food that our community lacks ,so we have to engage in commerce and trading ,for this we need a common language. this wa

23、s the earliest need for learning another language ,a second or foreign language .these days our lives are more implicated than that ,but trade between nations is still one of the most common reasons for learning a foreign language. according to the characters of language learning, information is the

24、 first step to communicate with each other. above all ,listening is the most important way to get useful information.3.1 the factors influencing students listening.though the factors influencing students listening are various ,they can be divided into the following two aspects:3.1.1 main factors of

25、teachers..paying no attention to listening. because of the poor condition ,especially in the countryside ,some schools in china have few equipments to train students listening ,teachers teach english still with a mouth ,a chalk and a blackboard. on the other hand, some teachers ,they themselv

26、es have problem in listening .some even can hardly speak english fluently .they pay no attention to listening ,which cause the low level of students listening . lack of right training skills. some teachers have already known the importance of english listening, and they try to do a lot to imp

27、rove students listening, but no effect. this is just because they are lack of right training skills, which will be discussed later in the paper. correcting mistakes all the time.some teachers are angry with students mistakes in english ,so they correct their mistakes and criticize the student

28、s all the time ,day by day ,students lose their interest in english learning or complain about the teacher ,some even afraid of listening. in fact ,it is unnecessary for teachers to correct students mistakes continually .the following offers a range of options towards the treatment of mistakes.spont

29、aneous correctionit may appear more during the presentation and early practice stage. students can immediately tell the right from the wrong .however, spontaneous correction neednt be used too often, which may affect students interest of listening.simultaneous correctionbefore correction, teachers c

30、an encourage students to formulate their own judgment on whether it is a mistake ,discuss it ,or analyze the cause of the mistake. the teachers should make clear that everyone is joined in thinking the topic.self-correctionmany teachers prefer to give the student who made the mistake the first oppor

31、tunity to correct is as that way he will be more likely to remember it better .we should not let the students get too dependent on the teacher for correction ,as that way they will become too passive and not take responsibility for their own learning.peer-correctionif the student cannot correct the

32、mistakes ,then it might be worth getting other students to correct it for him .this way can make students activate their initiative ,we must always remember that giving the correction by the teacher is the last resort.delayed-correctionsome mistakes can be delayed to correct after class or in other

33、suitable situations.good correction of mistakes will give students self-confidence to learn english successfully.3.1.2 main factors of students pronunciation ,intonation and stress.gimson ,london university professor ,points out “no matter which language one says ,he must understand about 100

34、% pronunciation ,but only 50% of the grammars and 1% of the vocabulary” .and the ultimate aim of listening is to understand what the others say ,it is impossible for a learner to reach it without good distinguish of pronunciation.intonation means the rise and fall of the pitch change of the voice, w

35、hich is an important element of speech.the stress in a sentence also can express different meanings ,so understanding the meaning of the stress words or stress phrases ,we can not only extract the main topic of the conversation ,but also have a correct conjecture about the speakers real meaning.however ,most chinese learners have trouble in pronunciation ,intonation