The Training Skills in Listening Comprehension

1、英語聽力訓練技巧the training skills in listening comprehensioncontentsabstract.1introduction.2i. background study. 3ii. the natures of listening.5iii how to improve studentslistening abilities.8iv: testing listening.13v conclusion.16reference.17the training skills in listening comprehension摘 要：本文的目的在于，通過對中國

2、英語學習現(xiàn)狀的分析及一些英語學習者的語言學習技巧的介紹，一方面能夠引起英語學習者和教學者對聽力的重視，另一方面可以幫助學生解決他們在聽力理解中遇到的困難。文章開頭，在簡單的介紹了聽力理解的發(fā)展、現(xiàn)狀后介紹了一種雖然普通但比較有效的聽力訓練方法及一些相關(guān)的技巧即三步訓練法。該方法共有三個階段即：聽前、聽中和聽后。其中每個階段都有其訓練的側(cè)重點及技巧。聽前，主要為聽力做準備工作；聽中，要將注意力集中在課文中并加強對文章的理解；聽后主要是讓自己從文中所學的知識融入自己的知識體系中。此外，老師也可以通過鼓勵學生在練習聽力時使用一些聽力訓練技巧，以及做一些聽力測試，幫助學生更有效的練習聽力。關(guān)鍵詞：聽力

3、理解、聽前、聽中、聽后。abstract：this paper aims at arousing the attention of the english learner and teacher toward listening comprehension and helping students figure out their difficulty in listening comprehension by some information on language learning skills of english learners in china.at the beginning o

4、f this article, it gives a brief introduction of the development，current situation of listening comprehension. it is found that they are simple but effective：pre listening, which help the students prepare to listen; while listening, which help to focus the students attention on the listening text an

5、d guide the development of their understanding of it; post listening, which help the students integrate what they have learnt from the text into their existing knowledge.the implication of the study is that teachers can help their students become more effective listeners by encouraging them to apply

6、 a variety of learning skills to listening tasks and doing appropriate listening test.key words: listening comprehension, pre-listening, while listening, post listening.introductionin this essay, ive chosen the topic of listening”, and i know you may have heard a great deal about listening already.

7、being a great listener can win you friends, improve your marriage, boost your business profits or advance your career. it can make people feel so good about being with you that theyll literally follow you anywhere.listening is a kind of skill in second language learning. all too often, it has been o

8、verlooked by its elder sister: speaking. for most people, being able to claim knowledge of a second language means being able to speak and write in that language. listening and reading are therefore secondary skills - means to other ends, rather than ends in themselves. every so often, however, list

9、ening comes into fashion. in the 1960s, the emphasis on oral language skills gave it a boost. it became fashionable again in the 1980s, when krashens (1982) ideas about comprehensible input gained prominence. a short time later, it was reinforced by james ashers (1988) total physical response, a met

10、hodology drawing sustenance from krashens work, and based on the belief that a second language is learned most effectively in the early stages if the pressure for production is taken off the learners. during the 1980s, proponents of listening in a second language were also encouraged by work in the

11、first language field. here, people such as gillian brown (see, for example, brown, 1984; brown, 1990) were able to demonstrate the importance of developing roach (the ability to listen and speak) as well as literacy, in school. prior to this, it was taken for granted that first language speakers nee

12、ded instruction in how to read and write, but not how to listen and speak because these skills were automatically bequeathed to them as native speakers. to be frank, as a student ive got to listen to people every day. if i dont do this well, i might fail my examination and miss some important fact,

13、or make people feel that im not friendly with them. and when i get home, ive got to listen even more. ive got to listen to my parents, which i must admit i dont always do expertly. ive got to listen to my brother and to anyone else who might call or drop by. whew! thats a lot of listening. youd thin

14、k that with all the practice we get, and with all the attention this skill has received, wed all be pretty good at it. but you know what? most of us arent. were not very good listeners much of the time. its not because were lazy, or stupid, or uncommitted, or anything like that. its just that we all

15、 have trouble with listening because listening is not a simple skill! contrary to what you may have been lead to believe, listening is an incredibly complex skill to master. theres so much going on that doesnt meet the eye, that its silly to even try to cover the subject in just a few short pages.so

16、 even though our life and friendships depend very heavily upon good listening skills, and even though our customers, clients, and co-workers demand this from us constantly, most advice we receive about improving our listening isnt all that helpful. thats because most advice focuses on technical aspe

17、cts of listening, such as giving feedback, making eye contact, asking open-ended questions, and not interrupting others while others are speaking.on the other hand, the purpose of middle school english teaching is to improve the students four skills of listening, speaking, reading and writing, with

18、the base of necessary phonetics, large vocabulary and good grammar. but this is not the final purpose, the final purpose is to lot let students be able to use the language.now most of the students do better in reading and writing english than in listening and speaking. they can read and write, but t

19、hey can hardly communicate. they can hardly express themselves with their own words. this is partially because of our examination system, and partially of the teaching method. we are not able to change the examination system, but we can improve our teaching method. most of all the teachers like to p

20、rovide the students with a lot of knowledge-words, phrases, grammar, usages and so on. they are focusing these things, especially on the grammar. but nowadays, with the reforms and development in all walks of life and the carrying out of the opening policies to the outside world in china in recent y

21、ears, the traditional grammar-translation method of the foreign language teaching has been found unable to keep pace with the times. this has given rise to many new thoughts and concepts of it. as a result, the communicative approach is getting more and more widely used in chinese middle school engl

22、ish classrooms. the application of it is based on the view that english should be taught as a communicative tool , not merely a kind of the knowledge of language. in this case, the students listening ability must be the most important thing for teachers to improve. however, it is a very difficult jo

23、b. how can we manage it? this is the very subject i am to deal with. here in my thesis, some issues related to improving senior students listening ability in chinese middle school classrooms are to be discussed in the following five parts.i. background study1.the current situation about listening te

24、aching:most of all the teachers like to provide the students with a lot of knowledge-words, phrases, grammar, usages and so on. they are focusing these things, especially on the grammar. and for too long listening has been relegated to a secondary position in the english language teaching classroom.

25、 this stems, in part, from the fact that whereas a considerable amount of research has been conducted into reading, writing and speaking-research which has influenced our approaches to teaching language and has also influenced how textbooks have been written (see sidebar)-there has been a lack of re

26、search interest into listening. some of the reasons for this lack of research interest come from the fact that speaking was always considered a more valuable skill to focus on in the classroom; that researchers and teachers have often considered that listening was something which could just be picke

27、d up; and as researchers and teachers had not been taught listening themselves, they saw little need for developing a specific research agenda or approaches to teaching listening. it is indeed interesting that listening has not received wider attention in the past given that it is the language skill

28、 most often used in everyday life. more than forty percent of our daily communication time is spent on listening, thirty-five percent on speaking, sixteen percent on reading, and only nine percent on writing (burly-allen 1995). although listening has been a relatively neglected skill in terms of res

29、earch and how it is introduced to language learners, it is now beginning to receive more attention. in the past few years we have seen the publication of several major texts, both practical and theoretical, specifically dealing with listening skills: mendelson and rubin 1995; nunan and miller 1995;

30、buck 2000; rost 2002; flowerdew and miller, in press. in conjunction with these books, there is now a greater awareness among teachers that we have to help learners develop their listening skills, rather than rely on the skill developing itself. the question of how to help learners develop effective

31、 listening skills brings attention to the methods we use and the type of materials we introduce our learners to. the aim of all listening lessons should be to allow learners a greater degree of independence when confronted with listening to the foreign language in a real world context, and that mean

32、s using authentic texts. authentic texts are any spoken texts that have not been specially prepared for language learners, and they are often delivered via technologies like radio, television/video, and the internet .2.the analysis of the reasons for students poor listening ability(1) about the teac

33、hing aspect:a. without listening test: listening text can enforce students study listening.b. the textbook limit: most of the listening text are alike which let the students feel boring.c. the teachers limited knowledge of english teaching methodology. (2) about the learning aspect: a lot of student

34、s have their own listening habits. some students often tries to understand each word or each sentence. they will think hard when they meet some difficult words or sentences, and a great many students could understand the material directly, they often translate the english into chinese in their heart

35、, thinking that only in this way can the sentence be understood. this is also a reason, trying to understand each word is difficult, and it is not necessary at all. you should catch the most important points.ii. the natures of listening1. listening is not a passive activity.listening is anything but

36、 a passive, neutral activity. while it may appear that this is all thats going on, many active processes are taking place within the listener-if theyre listening well, that is. you see, listening is not just hearing the words people utter. if thats all there was to it, we could train computers to do

37、 the job.but listening to human beings involves much, much more (which computers will never do). it involves not just accurately hearing what people say, but getting a sense of who they are, how they view life, what they want to accomplish, what concerns they have, what theyre afraid of, how theyre

38、feeling, what they want from you, and more. it even involves listening to what people arent directly saying, or what they might be too reluctant to say, or what they definitely dont want you to do in response to their communications. show me a computer that can do all that! thus, in order to become

39、a very good listener, we cant just stop with hearing the words people say. weve got to attend to many other details and many other dimensions that dont meet the eye, but that are crucial nonetheless. (this is why its so difficult to recognize what good listeners do that makes them successful-its all

40、 going on invisibly inside their heads and the rest of their body.)2. listen with wisdomwhen people speak, they always reveal their deepest thoughts, ambitions, and concerns. most of the time, neither the speaker, nor the listener, pick up on these subtle, underlying issues, but they are always ther

41、e.good listeners, on the other hand, frequently attend to these background, unspoken emotions and concerns. and when they hear them and empathize with them (either verbally or nonverbally) the speaker often remarks, boy, you really know how i feel or gee, you really understand exactly whats going on

42、 with me.” here are a few examples to illustrate this important point:example 1: a young father with a new son makes an appointment to see me (as a doctor) and asks me to refer him to a support group. he wants to resolve some lingering personal issues relating to abuse that he experienced through mu

43、ch of his childhood.as i listen to his request, which on the surface seems straight forward, i also hear other things in the background. in addition to his words, i hear unspoken concerns.am i going to do the same to my child?.what can i do to keep from damaging him?did i listen correctly? in this c

44、ase i did. once i gently put words to his deepest fears and concerns, his body relaxed and he acknowledged that he was secretly harboring these thoughts. example 2: another person comes in to see me (as a stress counselor) because shes feeling increasingly tense, irritable, and anxious on her job. s

45、he clearly relates to me numerous problems with her job. but as i listen to her carefully, i also hear the following unspoken concerns.am i going to lose control and embarrass myself in front of my co-workers?.am i going to look incompetent or not as strong as my male counterparts?. am i going to go

46、 home and start taking out my frustrations on my kids and my husband?and the amazing thing about human communication is that she never said any of these things! but a good listener can pick up on them, and most of the time theyll be interpreted correctly. how do you know when youre right about such

47、hunches? sometimes you just know intuitively. sometimes, you can tactfully check out your assumptions by probing with a compassionate question or two, or by restating your hunch for the speaker to confirm. most of the time, however, your intuition will be right on. which brings me to the next import

48、ant key to good listening.3. listen without thinking about how youre going to respondits very hard to be a good listener-at any level-if youre not fully attending to what others are saying and feeling. much of the time when people are speaking to us, our heads become filled with our own personal tho

49、ughts and agendas.thinking how were going to respond.thinking negative thoughts about the other person.thinking how we would think or feel in a similar situation.but to listen well, you must put these thoughts aside and be with the other person. youve got to fully attend to their words and inner emo

50、tions. youve got to actively work to put yourself in their shoes and you listen to them speak. and youve got to keep your mind open to discover the value or merit in whatever the other person says.none of these things can be easily accomplished when youre listening to your own inner thoughts instead

51、 of focusing on the other person. you may not always be able to stop such thoughts from occurring, but you can learn to put them aside for the moment, and focus your attention elsewhere.heres an example of how powerful a principle this is. several years ago, one exercise that designed involved pairi

52、ng up with a partner, where one person played the role of a patient with a problem, and the other person played the role of a physician/helper. the only catch was the helper wasnt allowed to say or do anything! their job was to just sit there and listen, while the patient first described his/her com

53、plaints and then continued to talk as they attempted to work out a solution on their own. now if you know anything about doctors, you know that just sitting there and listening-without thinking of what we need to do- is very, very unusual for us.well, there was one physician in the audience who wasn

54、t too happy about being in the seminar. his hospital department head was promoting attendance very aggressively, and he only showed up because he felt pressured to do so. during this one simple exercise, however, he experienced a major, major breakthrough. at the end of the exercise, when everyone w

55、as sharing their insights and experiences, he raised his hand and announced to the group what i learned from this exercise was that i almost never listen to my patients! im mostly paying attention to the thoughts in my own head, and i never fully appreciated this until today!let me tell you, this gu

56、y was so enthused and excited that every time they had a 15-20 minute break in the seminar, he would rush upstairs (the course was held at the hospital) to practice listening to his patients. he would sit on their bed and ask a few questions and then listen intently to whatever they had to say. he w

57、as so juiced by this newfound power, which he possessed all along, that he was consistently 10-15 minutes late for the start of the next session.listening without thinking is also a requirement for listening to people respectfully and keeping an open mind to the merit or value they bring to the inte

58、raction. you cant really listen to others respectfully when you attention is mostly on yourself.this also includes not prejudging or pre-evaluating the value of what others are going to say. many times, due to previous experiences, we begin listening to someone with the preconceived notion that were not going to hear anything valuable or worthwhile. we close down our listening and merely pretend to be paying respec