怎樣將英語(yǔ)聽(tīng)力課堂中的“測(cè)”轉(zhuǎn)變?yōu)?ldquo;教”

1、怎樣將英語(yǔ)聽(tīng)力課堂中的“測(cè)轉(zhuǎn)變?yōu)椤敖陶?要：本文首先指出了傳統(tǒng)的語(yǔ)法翻譯教學(xué)法本質(zhì)上是在測(cè)聽(tīng)力而不是教聽(tīng)力，并指出了這種課教學(xué)方法的缺點(diǎn)，然后作者通過(guò)結(jié)合聽(tīng)力教學(xué)的相關(guān)理論提出了可行的解決方案。關(guān)鍵詞：英語(yǔ)聽(tīng)力教學(xué)；測(cè)；教；教學(xué)法How to Do Real “Teaching in Stead of “Testing in English Listening ClassYing ZHUAbstract： This article first points out that in most English listening class， teachers are using grammar

2、translation approach to “test instead of “teach listening. And then， based on the foregoing analysis， this article analyzes the nature of listening comprehension and makes an attempt to eliminate barriers in English listening teaching by recommended several teaching approaches.Keywords： English list

3、ening teaching testing teaching teaching approachSince the beginning of English teaching in modern China in 1980s， the grammar translation approach has been dominating the English teaching in classroom. In a listening class， most of the teachers make a description of the grammar and vocabulary of th

4、e target language， and then go directly to listen to a tape. There is little communication and interaction between teachers and students or students and students. The relationship between teachers and students is teacherCasCdominant while studentCasCsubmissive. In such kind of listening class， compr

5、ehension exercises are taken by the learners， and feedback is given in the form of the correct answers， in this way， teachers are not teaching listening but testing listening.Why we call it test rather than teach？ The reason is correct responses are outcomes or products of listening， it cannot repre

6、sent listening itself. Vandergrift indicates 2004 when a listener supplies a correct answer， there is no indication as to how that answer has been arrived at：Has meaning been constructed by correct identifying all the words in a particular piece of text， or by identifying one word and making an insp

7、ired guess？Testing the listening comprehension over and over again pays no attention to what may have gone wrong in the process of listening， and it does little to address learners shortcoming or to improve the effectiveness of their listening. Hence， when learners confront with the similar texts in

8、 the future， they will use the same， unsuccessful techniques over and over again. Therefore， problematic and foundational issue should be paid attention to， it is： how does teaching of listening differ from testing of listening？ Anderson and Lynch 1988 identify the difficulty is that the classroom a

9、pproaches that most teachers think of as tools for teaching listening comprehension in fact amount to a form of continuous testing. Rather than merely telling them their answers are wrong， and the right answers are A， B， C， teachers， as instructors of listening classes， should address students short

10、comings， diagnose the causes of failures， and tell the students how to avoid similar failures in the future. Sheerin 1987 points out we need instead to consider very carefully the nature of the discourse in order to try to ascertain what difficulties it presents， and what sort of information or trai

11、ning the learner might need in order to understand similar discourse types in the future.Appendix A is an interesting and helpful sample about how to shift the exercise from testing to teaching. Those two exercises appeared in different decades and they are comparable for the sake of they are both b

12、ased on recordings of librarians explaining their work. One of the differences between the exercises is that Exercise A leads the learners only to the answer of that particular question. Exercise B， on the other hand， encourages the students to adopt an appropriate strategy. The simple instruction l

13、ist five things require the application of what the listeners already know， to help them understand what they are about to hear. Anderson and Lynch 1988Now we have made it clear that we should teach instead of test， however， we then have to solve another problem： by what kind of approaches could we

14、achieve this target？ One effective method is to employ creative approaches and activities for listening teaching.Communicative approachAccording to Flowerdew 2005， the communicative approach is based on the premise that what we do in the classroom should have some real-life communicative value.The c

15、ommunicative approach demands for implications of communication to language teaching， and real-life listening is integrated into this approach in terms of listening teaching.With communicative approach mistakes are tolerated as long as they do not interfere with the communication， and once these act

16、ivities have started， there is little or no teacher intervention. The activities for communicative approach should be communicatively useful， such as filling in a form or answering a telephone. The activity in appendix B is cited from Flowerdew 2005 which illustrates the communicative approach.The l

17、earner-strategy approachFlowerdew 2005 demonstrates： a strategy-based approach to teaching listening takes as its focus the concept of learner independence. The strategy-based approach places the emphasis on learners finding out which listening strategies are effective for them and in which situatio

18、ns. Rost 2001 recommends five commonly recognized successful strategies：1. Predicting： predicting information or ideas prior to listening.2. Inferencing： Making inferences from incomplete information based on prior knowledge.3. Monitoring： Monitoring ones own listening processes and relative success

19、 while listening.4. Clarifying： Attempting to clarify areas of conclusion and responding to what one has understood.5. Responding： Providing a personal， relevant response to the information or ideas presented.6. Evaluating：Checking how well one has understood， and whether an initial problem posed ha

20、s been solved.The integrated approachBecause of the significant development of research about listening， as well as the easy reach of various exercises， teachers nowadays rarely use one approach to teaching listening.Teachers should adopt different approach according to different goals. As stated by

21、Flowerdew 2005 the approach is also integrated in that a variety of listening approaches are used： a discrete-item- based approach when listening for the sounds of words； a grammar-based approach when completing cloze sentences or paragraphs； a task-based approach when all the exercises build on one

22、 another around a similar topic； and a strategy-based approach when asking students to think about how they listen and how they listen and to generate hints on how to listen.Appendix BQuestion for testing and question for teachingExercise AUnderwood 1997 cited in Anderson and Lynch 1988Exercise BUnderwood and Barr 1980 cited in Anderson and Lynch 1988Appendix AA sample activity can illustrate the application of communicative approachRead thi