How to Improve Listening Ability of English for Students英語畢業(yè)論文

1、how to improve listening ability of english for studentsabstract: during my job, i have been totally felt the fear of students for english listening. its self-evident that english listening is one of the most important parts of english teaching for students . at present, there is a certain distance

2、between listening ability acquired by junior middle students and curriculum objectives. many students can do a very good job in written exams but feel completely confused in listening tests. why is listening so difficult for students to understand? what are the reasons? how to solve the problem? key

3、 words: national training program students english listening english teaching怎樣提高學生的英語聽力能力摘要：我工作中，已經(jīng)充分的感受到了學生對于英語聽力的恐懼度。不言而喻，小學生的英語聽力是小學英語教學中一個重要的環(huán)節(jié)。目前大部分小學生的英語聽力教學與教學大綱所規(guī)定的目標卻有著一定的距離。很多學生在筆試的時候能夠做到得心應手，而在聽力考試的時候卻不知所云。為什么聽力理解對于小學生來說如此困難?原因何在？如何解決?關(guān)鍵詞：國培計劃 初中生 英語聽力 聽力教學1. introductionthe purpose of e

4、nglish teaching focus on cultivating students to use language for communication, which contains four skills of capability, including listening, speaking, reading and writing. listening teaching is an important and difficult task for students . english teachers often regard it as a common problem of

5、improving the students listening ability. in real life, interpersonal communication mainly concerns about listening and speaking communication, while the traditional mode of education students trained in listening and speaking fell far behind in reading and writing skills. its an indisputable fact t

6、hat many students become a deaf or a dumb after learning a foreign language for many years. and i heard the improvement of communication skills has much to do with the improvement of listening skill. however, many students have significant problems during the hearing process. therefore, to improve l

7、istening ability has not only become the dream of most students , but also the wish of many junior middle school english teachers. this article aims at how to improve english listening skills for students from the following aspects: raise the question, analyze the problem and solve the problem.2. ra

8、ising the question listening is the premise of receiving language information. only after understanding the listening can we properly accept and use the information. according to a proven statistics, we spend 45 percent of our time in listening, 30 percent in speaking, 16 percent and 9 percent in re

9、ading and writing respectively, from which we can see the necessity of listening improvement. in modern society, listening and speaking are often regarded as communication skills that determine the success or failure of a person, which is the needs of social development, with the development of engl

10、ish exam reformation, the importance of listening as a major component of the english test has been widely recognized and valued among the community, teachers and students. therefore, its imminent to improve the listening ability of middle school students so as to stand on an invincible position dur

11、ing the examination. junior middle students in hearing directly affect the quality of their schools into high-level english education and the comprehensive ability, which may affect their future development. however, as the things stand today, the majority of students in students , particularly in r

12、ural areas feel bad in the hearing and lose lots of points in the listening examination, which directly affects their performance in english and even their interest in learning english. its undeniable that english teachers in many of the junior middle school havent implemented good teaching of the l

13、istening because of some constraints, which result in slow improvement in listening of the students. so to solve this problem has already become the most important of english language teaching.3， analyzing the reasons3.1. barriers of their english ability and sound change phenomena students find it

14、difficult to understand when new words, new sentences and new grammatical phenomena appeared in the listening material, other factors such as the italian group, continuous sound of assimilation, sentence stress and intonation, changes in the speed of speech rate, reading skills and many other reason

15、s are likely to increase the difficulty of listening comprehension, which may also affect the students understanding.3.2. barriers of cultural difference and different living habitsdue to the different british american lifestyle and cultural background, students still find it difficult to understand

16、 fully even if the material has no new words. if you let students listen to a story about chinas traditional festival such as mid-autumn festival articles and article on the content of foreign christmas, the two almost equal easy, but for a chinese student listening to the content of former article

17、is much better than the latter one. now, let me just give you one small example: lily went to beijing on christmas eve and she stayed there for 3daysquestion：on what day did lily get back? aon oct 23； bon oct 24； con oct 26；don oct 27the right answer is d. but some students chose a, since he has hea

18、rd the word “three”, others simply replied: i was luck, because i do not know what time christmas eve is. 3.3. psychological barriers.listening comprehension is a more complex psychological process. students always feel the low level of their hearing and are easy to produce the fear of listening in

19、a passive state, which result in too much tension and less concentration on listening; this will in turn lead to much loss of points. some students are always want to listen to every word clearly during listening comprehension, which also plays a negative effect on understanding of the whole article

20、. in addition, the external environment such as indoor and outdoor noise, radio cassette player quality, the size of the sound may also affect the students listening comprehension during the listening process.3.4. lack of language environment on the one hand, english teachers speak chinese most time

21、s during class rather english since many students can not understand and they ask their teachers to speak more chinese. on the other hand, students almost use standard chinese for communication in everyday life and seldom practice english with their classmates and teachers. therefore, students have

22、little opportunity for exposure to english, and the occasional english class will be the only language environment for the students. in such a language environment, much time and effort should be taken to improve their english listening skills.3.5 limited teaching conditions currently, many classroo

23、ms in rural schools havent multi-media teaching instruments, so students are exposed to english listen only when the teacher sometimes speak english at class and during the listening test. many students can not afford to buy some listening devices such as mp3, mp4, etc., in addition to classes the n

24、ormal hearing test is almost beyond the reach of english outside of the class, not to say how to improve listening ability, so these largely affect the students improvement and development of hearing ability. 3.6 lack of examination skillsfirst of all, students do not know how to make the best of th

25、e limited time before listening test and analyze the implicit information given by the listening test, so they have no clear direction and selectivity during the listening process; secondly, the students will think more about a few words during the process of listening tests because of not understan

26、ding clearly, which may affect the whole understanding of the test； last but not the least, some students want to understand all of the details and meaning of the test, which seems unnecessary and may indirectly affect the accuracy of the answer, since ones mind is always thinking of it. once someth

27、ing is not understandable, its easy to be irritable.4 solving the problem4.1 from the prospective of the teachers4.1.1 teachers play a leading role, use more english and oral expression to create english language environment for the studentsnew curriculum is characterized by colloquial english, comm

28、unication, practical, and its content is very close to life. in most secondary schools, especially in rural schools, lack of english language learning environment, students only have access to english schools, and only might have felt the atmosphere of english in the english classroom. therefore , e

29、nglish teachers should organize more accurate and easy understanding english combining with gestures, facial expressions and etc during the english and write more on the blackboard to help students understand the meaning of spoken english, which is to activate the classroom atmosphere and inspire th

30、e enthusiasm, self-awareness and interest of the students in learning english. secondly, teachers can request one or two students per day for 5 minutes free talk, other students will require careful listening, after hearing a number of questions and answers, then to examine the effect of exercise. 4

31、.1.2 teachers should emphasize on the pronunciation foundationas the old saying goes, to teach him to fish rather than to give him the fish.” so its better to teach students the voice of knowledge, universal knowledge of their pronunciation and intonation in the beginning after students entering jun

32、ior middle school, so that they learn to recognize english pronunciation. teachers should also encourage students to listen to the pure voice of english repeatedly and imitate them. slowly they will develop a habit of authentic spoken english, because the pure authentic standard spoken english capab

33、ilities can not only improve their english communication skills, will also promote the development of their english listening. third, teachers must guide students to memorize words in good ways. its a prerequisite to learn words and the accumulation of learning any language, english is no exception.

34、 learn to spend less time and energy to remember more words deeply is also good for ones listening, since the words pronunciation has much to do with the listening. in conclusion, good memory of the words and proper pronunciation will surely do help for ones listening.4.1.3 put listening teaching as

35、 an important status in the english class when students first walked into english class, teachers should begin listening teaching and adhere to take the tape recorder into the classroom every day. new english textbooks have arranged listening training and language training, so teachers should make f

36、ull use of these materials to train the students step by step through a variety of listening practice, which can help the students to have a comprehensive understanding and capture important information through the analysis of meaning and semantic capabilities. predictive power is the core of the se

37、mantic competence, thats to say, to imagine, guess, infer the meaning of the text and its inherent basic skills through the context. for instance, the article genre can be guessed through the subject of the article; the scope of the background and description can be known after hearing a few words a

38、t the beginning of the article; from the narration of the first paragraph, the development of the general context can be inferred. so in the hearing process, teachers should focus on training students with language based on the knowledge, cultural background knowledge and language knowledge, to full

39、y imagine, speculate, speculate, predict, and summarize the content. besides the above discussion, teachers should also make best use of every class, every teaching link to cultivate and train students listening and speaking skills. ask students to close the books and just listen to the tape careful

40、ly to familiar with its pronunciation, intonation, and to guess the main ideas and answer a few questions. then get students to open the books to check the correct answers, to read the dialogue or text following by teachers, it will also be a great help for the students to improve their english list

41、ening comprehension.4.1.4 pay much attention to repeated teaching and encourage students to read more and recite more of the listening textfirst of all, ask students to repeat what they have heard sentence by sentence, or to write down them if necessary during the listening training, of course, teac

42、hers should give a pause after a certain time. after finishing that, teachers give the standard answers. so that students do fully understand the contexts. this is also a good way to improve the students listening ability, and the fact of it is a really four carved stone since it has trained student

43、s listening, memory, writing and speaking through the process of listening and repeating, why not do it? in the second place, encourage students to foster the habits of reading and reciting listening draft, let them do it in the morning or in their spare time. the aim of it is to enable them to have

44、 a better understanding of many various topics and more importantly to cultivate their sense of english, which is a good preparation for their future listening tests and listening comprehension.4.1.5 encourage students to absorb knowledge of english through various channels, to improve their english

45、 listening comprehension as we all know, english is the worlds most widely used language, and in our lives, in addition to chinese language, the greatest exposure is the most frequent english, and society needs more and more english talents, so we must encourage students to see a brief plain english

46、 article, read more newspapers and magazines in english, to learn more about the cultural background and customs of english-speaking countries , etc.; use mp3 to listen to english radio stations and some english programs such as li yang crazy english, as these fluent and pure english suitable for st

47、udents of english listening training. students should regularly tuning in, and seriously imitate their tone of voice. in addition, teachers need to encourage students to speak english with each other anywhere outside of the class to form the deep atmosphere of english.4.1.6 self-improvement of teach

48、ers listening ability is the premise of improvement of the studentsto teachers, listening demanding higher quality, teachers must not only have profound knowledge of grammar, but also have excellent communication skills of listening and speaking. its hard to require students to improve their listeni

49、ng if teachers have no solid basic skills. therefore, teachers should strive to overcome the interference of mother tongue, to enhance their listening training, regularly attend professional training courses in english listening, specifically to carry out research activities and explore feasible mea

50、ns of teaching english listening and teaching skills, and continuously improve the quality of their listening, speaking, and teaching level. listening should follow a gradual, progressive approach to the principle and follow the scientific training methods. the material chosen to reflect the progres

51、sive approach and progressive law should be trained by articles followed by sentences.4.2 from the prospective of the students4.2.1focus on the development of good psychologyits quite significant to keep good condition and consciously form good habits for the cultivation of listening. the level of p

52、sychological state will directly affect the result of listening comprehension test. appropriate motivation and anxiety do help students to achieve good results, but too strong motivation and excessive anxiety will make students feel nervous. therefore, students should not artificially create tension

53、 but try to alleviate their psychological pressure formed because of fear, pressure and resentment. so they will increase their confidence and feel relaxed to do well in the relaxing atmosphere. only when one feel relaxed during the listening test can one feel relaxed and free to speak english and l

54、isten it in a calm, ease and natural atmosphere in the normal communication.4.2.2to familiar with the types listening comprehensiongenerally speaking, listening comprehension includes four types: 1, the word sound; 2, a single sentence comprehension: 3, dialogue understanding; 4 fill in the blank an

55、d understand the short essay. the contents of it have data and facts. data may be the date, time, price, number of items, transport start time and arrival time, and sometimes the need for simple computation. the fact is that there are people, occupation, location, purpose, method, reason, and other

56、topics. in response to these kinds of questions, students need to do more and more practice. arrange some time a week for listening tests and adopting a gradual approach. the problems should be dressed in the listening test process after each test time. look often as soon as possible before the sele

57、ction in order to find common ground and differences, according to their own background knowledge of the association, assuming, it may have to ask the question. the details of the process should be shorthand, the sooner the better. short training, should be placed on key words, such as: who, what, w

58、hen, why, where, how, etc., but also to grasp some of the commonly bused short form, genre, and commonly used words. in case something didnt hear clearly, students must promptly give up, which may affect the subsequent tests. 4.2.3 ask for more help to the teacher and do more experience exchange with classmatesafter all, students are not as experienced as teachers, and they may often feel confused during the studying process and need much help for recovery, so turning to the teac