語言塊理論在初中英語聽力教學中的應(yīng)用

摘要根據(jù)國家英語課程標準，初中英語教學的目標是培養(yǎng)學生的綜合英語語言能力，包括語言知識、語言技能、文化意識、學習策略和情感態(tài)度。地方詞匯學習和積累是提高學生聽、說、讀、寫能力的重要前提和基礎(chǔ)，在初中生英語學習中發(fā)揮著重要作用。然而，由于學生的詞匯記憶和詞匯使用不當，英語初中聽力教學仍存在一些問題。語塊理論是一種主要研究定義、分類、特點、教學優(yōu)勢和教學實踐的語言理論。它為聽力教學帶來了新的思路，對解決學生的詞匯理解、記憶和應(yīng)用問題起著至關(guān)重要的作用。因此，本文旨在探討當前初中英語聽力教學中存在的問題關(guān)鍵詞：語言語塊理論；初中英語聽力教學；應(yīng)用

1.Introduction1.1ResearchBackgroundAccordingtothenationalEnglishcurriculumstandards,thegoalofmiddleschoolEnglishteachingistodevelopcomprehensiveEnglishlanguageskills,whichincludeslanguageknowledge,languageskills,culturalawareness,learningstrategies,andemotionalattitudes.Asoneofthethreeelementsoflanguage,listeningteachingplaysanirreplaceableroleinimprovingthecomprehensiveabilityoflistening,speaking,readingandwriting.LinguistWilkins(1972)11thpressures:peoplecannotconveyalotofinformationwithoutgrammar,andpeoplecannotconveyanythingwithoutvocabulary.Therefore,theimportanceofvocabularylearninginlanguagelearningisobvious.Vocabularylearningandaccumulation,asanimportantprerequisiteandfoundationforimprovinglistening,speaking,readingandwritinglanguageskills,playanimportantroleinMiddleschoolEnglishlearning.However,therearestillsomeproblemsinmiddleschoolEnglishlisteningteaching.Wordsareoftenrepeatedandinterpretedinseparationorinotherwordsoutsidethecontext.Whenteachingorlearningavocabulary,teachersandstudentsusuallypaygreatattentiontoitssound,form,andmeans,whileignoringhowtousethevocabularyinthecontext.Thus,manyprimarylearnerslearnandstorevocabularyandgrammarinisolation,ignoringtheirrelationships,andpaygreatattentiontovocabularyuse.Therefore,learnershavedifficultyunderstandingthemeaningofwords,memorizingwords,andfailingtoapplyflexibleandaccuratevocabulary.1.2StudypurposeandsignificanceLanguageblocktheoryreferstothelinguistictheorywithlanguageblockastheresearchobject,andstudiesitsdefinition,classification,characteristics,theoreticalbasisandtheadvantagesofteachingpractice.Moreover,languageblocktheorycanpromotetheacquisition,memoryandapplicationofvocabulary,improvethefluency,correctnessandhabituationoflanguage,andimprovetheconfidenceoflanguagelearners.BasedontheadvantagesoftheblocktheoryintheEnglishlisteningteaching,thispapertriestoapplytheblocktheorytothejuniormiddleschoolEnglishlisteningteaching.Therefore,thispaperfirstthroughtheliteratureresearchtostudythedomesticforeignlanguageblockvocabularyresearchsituation,andthenthroughtheinterviewanalysisofjuniormiddleschoolEnglishvocabularyteachingpresentsituationandproblems,andthenintroducetheblocktheoryanditsadvantagesinEnglishlisteningteaching,putforwardtheblocktheoryappliedtojuniormiddleschoolEnglishlisteningteaching,andfinallydiscussesthelanguageofblocktheoryinimprovingtheconcreteapplicationofMiddleschoolEnglishlisteningteachingstrategy.2.LiteratureReviewWiththeincreasingattentiontotheroleofchunksinSLA,theimportanceofchunkshasbeenwidelyrecognizedinacademiccircles.Manylanguageresearchersathomeandabroadhavedoneagreatamountofresearchandexplorationonchunksfromdifferentangles.Thischaptermainlyreviewstheresearchonchunksfromtwolevels:researchonchunksatabroadandresearchonchunksathome.2.1ChunktheoryChunktheoryisakindoflinguistictheorythattakeschunkastheresearchobject,andstudiesitsdefinition,classification,characteristics,theoreticalbasis,advantagesofteachingandteachingpractice,andsoon.2.1.1ThedefinitionofchunkWiththeriseanddevelopmentofcorpuslanguage,languageresearchershavefoundthatthereisagreatdealoffixedorsemifixedlanguagestructuresbetweenvocabularyandgrammar.Thiskindoflanguagestructurehascertainstabilityandconventionality,whichisusuallystoredandusedasawhole.Differentscholarsusedifferenttermstodescribethislanguagestructure.Themaintermsusedabroadareprefabricatedphrase,lexicalizedsentencesteps,formulaandsoon.TheresearchonchunkinChinaalsousesdifferentterms,suchas"languagechunk","chunking","lexicalchunk","programlanguage","prefabricatedchunk",etc.Itisnothardtoseethatthesetermshaveconceptualdifferences:somefocusonphraselevel,somefocusonsentenceframework,somefocusontheprefabricationofstructure.Thisthesiswilladoptthetermof"chunk",whichisacceptedbymostscholarsinthefieldofchunkresearchathome.Duetodifferentterms,differentscholarsdefinechunksdifferently.Wraypointedoutthatchunksareaseriesofwordsorothermeaningunitsthatcanbestoredinmemoryasawhole,extracteddirectlywhenused,anddonotneedgrammargenerationandanalysis(Wray2002);WanglifeiandQianJuanbelievedthatchunksareagroupwithhighfrequencyofoccurrencestored,extractedandproducedintegrally(WangLifei,QianJuan,2009:116);JiangYuhongdefinedchunksasaspecialmultiwordlexicalphenomenon,whichincludesnotonlytherelativelyfixedcombinationofphrasalverbs,compoundwords,fixedcollocations,idioms,idioms,etc.,butalsotheunfixedphraseframeandsentenceframe(JiangYuhong,2008:86-87).Throughtheanalysis,itcanbefoundthatsuchdefinitionsarebasedonthecontent,methods,perspectivesandparadigmsofcasestudies.Inordertohavingamorecomprehensiveunderstandingchunks,theauthorintegratesthesedefinitions,andconcludesthatchunksarecomposedofmultiplewordsorothermeaningunits,determinedbycontextcomparison,andmemorized,storedandextractedbyindividuals,whichhavefunctionsandfeaturesofvocabularyandgrammarandwhoseform,structureandmeaningarerelativelyfixed,andusuallyasawhole,forexample,inthisway,Thankyouverymuch!,alongtimeago,Ithink...,andsoon.2.1.2TheclassificationofchunksSincetheriseofChunkTheory,numerousresearchershaveclassifiedchunksfromdifferentperspectives.Andtherearetworepresentativecategories:（1）Lewis’sclassificationofchunksAccordingtothesemanticconnectionandsyntacticfunctionofvocabulary,Lewisdividedchunksintofourtypes:a)poly-words:poly-wordsrefertofixedphraseswithidiomaticproperties,suchasontheonehand,forinstance,inaword,etc.;b)collocates:collocatesrefertowordswithhighco-occurrencefrequency,suchasverbs+nouns(suchasputforwardasuggestion);c)institutionalizedutterances:institutionalizedutterancesrefertofixedorsemifixedwordcombinationswithpragmaticfunctions,whichcanbecompletesentencesorsomefixedsentencestructures,includingepigrams,idioms,etc.Forexample,asfarasIamconcerned,whatcanIdoforyou?Youarewelcome.I'mbehind...,etc.d)sentenceframeworkandheads:sentenceframeworkandheadsarecommonlyusedinwrittenlanguage,asameansoftextorganization,whoseformsandfunctionsareusuallyfixedorsemifixed,forexample,first,finally,Itissaidthat…,etc.（2）PawleyandSynder’sclassificationofchunksPawley&Synder(1983)dividedchunksintofourcategoriesaccordingtothecohesivefunctionofwordsinthetext:a)poly-words,suchasbyandlarge,nevertheless,etc.Traditionally,thesewordshavebeenclassifiedasphrases,butnowtheyareregardedasthespecialformofmulti-words.Astheformofdiscoursecohesion,theyaretreatedasthewholeformlikewordsnotonlyinunderstandingbutalsoinwriting.b)Institutionalizedexpressions:mainlyrefertothelanguagebuildingblocksthatthespeakercanusetostoreasawhole,includingproverbs,epigrams,communicationroutinesandotherforms,forexample,haveaniceday(farewell),onceuponatime.c)Phrasalconstraints:usuallyshortblocksthatcanbefilledin.Forexample,adayago,alongtimeago;asIwas...:asIwassaying,asIwascommenting;thesimplethebetter;thebusier,thehappier.d)Sentencebuilders:sentencebuildersprovideasentencestructureforexpressingaconceptandthecontentoftheframeworkmaychange.Forexample,Ithinkthatit'sagoodidea.Ithinkthatyou'reright.Byanalyzingtheabovedetailedcategories,itcanbefoundthatchunksarenotonlydifferentfromidiom,butalsodifferentfromfreecollocation.Thestructureofidiomsdoesnotallowanychange,whichmeansthereisnoroomforcreation.Freecollocationisatemporarycombination,lackingpredictability,whichisnotconducivetomastering,whilechunkisjustasemifixedcollocationbetweenthem.Ifalexicalsequenceoftenappearsintheformofco-occurrence,hasarelativelystableforminstructureandarelativelyspecificrangeinpragmaticfunctionandmeaning,itwillbeusedasaconventionalchunkeventually.Inaddition,fromthelistedchunkclassification,wecanalsoseeasignificantfeature.Fromthelexicalleveltothesentencelevel,thestructuralfixityofchunksisgraduallyweakeningandthemodifiabilityisgraduallyincreasing,thatis,thespacewithinchunkforpragmaticchangebecomeslargerandlarger,whichcanbeusedasaspaceforcreativeuseofvocabulary,whichisthespacetobedevelopedinvocabularyteaching.2.1.3ThefeaturesofchunksChunkshavethreeimportantcharacteristics.Thefirstcharacteristicisthefrequencyofchunkco-occurrence:Thefrequencyofchunkoccurrenceisthedecisivefactortodeterminewhetheralanguagecombinationunitbelongstochunk.Todeterminewhetheralanguagecombinationunitbelongstochunk,itisnecessarytoseewhetheritoftenco-occurstogether.Ifthefrequencyisveryhigh,itcanbeidentified.Thesecondcharacteristicistheintegrityofchunkstorageandextraction.Whetherthecombinationofwordscanbestoredandextractedasawhole(thatis,psychologicalreality)isanimportantindicatortodeterminewhetherthecombinationofwordsisachunk.Wray(2002)elaboratedtwofunctionsofidiomsequenceorlexicalblock:oneistoreducethereductionofprocessingeffort;theotheristocompletethefunctionofsocialinteraction.Toachievethesetwofunctions,chunksmustbestoredandextractedasawhole.Thethirdcharacteristicisthememorizablerhythmchunks.Theprosodyofmulti-wordcombinationisalsoanimportantfactorofdeterminingwhetherchunkscanbeeffectivelyremembered.Chunksarenumerousandubiquitous.Accordingtothedataofcomputerstatistics,90%ofthenaturallanguageismadeupofallkindsoflexicalchunkswithfixedsemantic,thatistosay,mostofthediscourseisrealizedthroughlexicalchunkswhicharethebasiclanguageunitofEnglish.Itisunrealisticforlearnerstomemorizealargenumberofchunksbyrote.Teachersshouldguidelearnerstolearnandmemorizethesechunks.Therefore,itisparticularlyimportanttodeterminethecriteriaofchunklearnability,thatis,whichchunkscanbelearned?Whatarethecriteriaforselection?Lewis'slexicalapproachadvocatesthatthefrequencyandintegrityoflexicalcombinationsistwoimportantcriteriatoestablishchunklearnability.Inaddition,rhythmicityisalsoinkeepingwiththecharacteristicsofChinesestudents'languagelearning.Thosechunkswithstrongrhythmiccatchyspeechcanarousetheinterestoflearners,stimulatetheexcitingpointsofthebrain,andbeeasytoremember.Therefore,theprosodyofchunkshouldbeanimportantcriterionofchunklearnability.2.2RelatedResearchatHomeandAbroad 2.2.1ResearchonchunksabroadTheresearchonchunksabroadcanbetracedbackto150yearsago(WangLifei,ChenXianglan,2009:90).Asamatteroffact,theconceptofchunksoriginatedfromanAmericanpsychologist,GeorgeA.Miller,whofirstproposedtheconceptofchunksinmemoryin1956.Andthen,theconceptofchunkswasquotedbylinguiststothefieldoflanguage(JiangYuhong,2008:87;DongLiyun,2010:17).Inthefollowingdecades,foreignlanguageresearchershaveconductedplentyofresearchandexperimentsonchunks,andhaveachievedcomparativelyfruitfulresults.Basedontheliteraturereviewofthestudiesofchunksabroad,theauthorfindsthatthestudiesofchunksabroadmainlyfocusonthefollowingthreeaspects:a)thedevelopmentofchunks;b)theacquisitiondifferencesofchunks;c)TheapplicationofChunkTheoryinEnglishteaching.a)ThedevelopmentofchunksThedevelopmentofchunkshasalwaysbeenoneofthekeytopicsinthefieldofSLA.Perera(2001)studiedtheuseofchunksinEnglishlearningamongfourchildren.Theresultsshowthatchunksexertacrucialpartintheinitialstageofsecondlanguageacquisitionandarethebasisofcreativeuseoflanguage.Ellis(2002:190)pointedoutthatasfarasforeignlanguagelearnersareconcerned,"idiomaticexpressionsarenotprominentattheinitialstage,nordisappearatthelateracquisitionstage."Anotherimportantfindingofchunkresearchisthatforeignlanguagelearnerswillavoidusingchunkswhentheyfindtheirownweaknessesinusingchunks.b)DifferencesinchunkacquisitionWhethertherearedifferencesinchunklearningamongdifferentforeignlanguagelearnersisanotherfocusofSLAresearch.Wiktorsson(2003)conductedastudyontheuseofchunksinSwedishsecondlanguagelearners'limitedtimewriting.TheresultsshowedthatsecondlanguagelearnersfromSwedishtendtousemorechunksintheirwritingthannativespeakers,butthechunkstheyusearemorecolloquial,lessauthenticandmostlyinformal.Inaddition,shealsofoundthatthehigherthelevelofEnglishlearning,themorechunksareused,andviceversa;theerrorsinchunkusemainlylieintheerrorsinstyleuse;chunkismoreaffectedbythemothertongue.Bradley(2003)collectedandanalyzedthedataofsevenAmericanstudentsandsevenGermanstudentsinanauthoritativeoralGermantest.HefoundthatAmericanstudentsusemorenonfillerchunkssuchasvocabulary,grammaticalstructureandlexicalcomplements,andtheyalsousemorekindsofchunks.Therefore,thestudysuggeststhattheuseofchunkscanhelpAmericanstudentstorespondinadifficultlanguageenvironmentandmakethemfeelbetteratforeignlanguages.c)TheapplicationofChunkTheoryinEnglishteachingAschunkscaneffectivelyimprovelanguageproficiency,thefieldofSLAandthefieldofEnglishteachinghavebeguntopayattentiontotheteachingofchunks.Lewis,astherepresentativeoftheexperts,wasthefirsttoadvocatethedirectapplicationofChunkTheoryinteaching.Hsu(2002)tooknineTaiwanesecollegestudentsastheresearchobject,andfurtherstudiedthecorrelationbetweentheuseofchunksandthelanguagefluencyandcollocationproficiencyoflearners.Throughtheresearch,hefoundthatthereisanobviouspositivecorrelationbetweentheuseofchunksandlearners'foreignlanguageproficiency,andtheuseofchunksisinfluencedbymanyfactors,suchaspersonallearningexperience,learningmotivation,differencesbetweenmothertongueandforeignlanguage,etc.Throughcombingtheresearchofmorethanhalfacenturyabroad,itcanbefoundthattheresearchprocessofchunkshasthefollowingcharacteristics:a)thecontentsofresearchindifferentperiodsaredifferent,suchaswordlevelstructure,phrasestructureandsentenceframework;b)theperspectivesofresearcharedifferent,somefromtheperspectiveofgrammar,somefromtheperspectiveofpsychology,andsomefromtheperspectiveofform;c)Thefieldsofresearchareexpanding.2.2.2ResearchonchunksathomeComparedwithforeigncountries,theresearchonchunksathomestartedattheendof1990s.However,inthepastdecade,theresearchonchunksathomehasdevelopedrapidlyandachievedfruitfulresults.Inthispaper,CNKIisusedasthesearchenginetosearch.Accordingtothesearchresults:before2000(including2000),therewereonlyafewarticlesontheresearchofchunks;theresearchwithaslightlylargerscaleshouldstartfrom2001,andfrom2001to2010,thenumberofarticlesontheresearchofchunkshasinitiallyformedascale,andtheoverallgrowthtrendindicatesthatchunkresearchinChinaisinthedevelopmentstage;from2011tonow,thenumberoftheresearchofchunkshasincreasedrapidly,andpeakedin2013.Comparedwiththepreviousstudies,theresearchesonchunksinthisperiodhavechangedalotinresearchcontents,researchmethodsandresearchperspectives,showingadynamicpictureofmultilatitudeandmultiperspectiveoftheresearchesonchunks.Throughcomprehensivelyanalyzingtheresearchliteratureonchunksathome,itcanbeseenthattheresearchcontentsofchunksathomearequiteextensive,whichmainlyincludesthefollowingsixcategories:a)Astudyofchunksbasedonthecognitivelevel.Withthefurtherstudyofchunks,researchersgraduallyturntheirattentionfromtheoutputofchunkstolearners'psychologicalcognitionandprocessingofchunks.Forawhile,thiskindofresearchhasbecomeahottopic.DifferentscholarsinChinahavestudiedthepsychologicalcognitionandprocessingprocessofchunksfromdifferentaspects:ChenWanhui(2008)hasdiscussedthepsychologicalrealityofchunkfromatheoreticalpointofview.Hebelievesthatlearnerscanstoreandusechunksasawhole;XuFang(2010)inhiscasestudy,basedonthetheoryofsoundthinking,usedtheretrospectiveinterviewmethodtostudythecharacteristicsofthinkingofEnglishMajorsinwriting.GuoXianping(2011)analyzedthereasonswhycollegestudentspayattentiontochunksinreadingandextractchunksintranslation,andfoundthatthereisasignificantcorrelationbetweenlearners'Englishlevelandchunkuseability.b)Researchonthepositivecorrelationbetweenchunksandlanguagelevels.AnempiricalstudyconductedbyDingYanrenandQiYan(2005)onchunkstoimprovelearners'communicativefluencyandidiomaticwordselection.Theresultsshowthat:comparedwithgrammar,thereisastrongcorrelationbetweenstudents'abilitytousechunksandtheiroralandwritingscores.YuanPingandGuoFenrong(2010)analyzedthespokenlanguagedataof12sophomoresmajoringinEnglish,andfoundthattherewasastrongcorrelationbetweenthenumberofchunksandtheaccuracyofthelanguage.c)Asurveyofthecharacteristicsofchunkusebysecondlanguagelearners.ThepurposeofthiskindofresearchfocusesonexploringwhethertheuseofchunkscanimproveL2learners'writing,speaking,andinterpretingabilities.MaoChengyi(2008)investigatedlanguagelearners’useofchunksinthetestenvironment.Theresultsclearindicatedthat:thenumberofchunksusedbylearnersissmallandsingle;learnerswithlowtestscoresusechunksmorefrequentlythanthosewithhightestscores;thefrequencyofchunkusewillaffectthefluencyofconversationtoacertainextent.WangWenyuandHuangYan(2013)pointedoutthatthestudentswhousedmorechunksgothigherscoresininterpretingbyexaminingtherelationshipbetweentheuseofchunkandthequalityofinterpretingoutput.d)Corpusbasedchunkresearch.Withtherapiddevelopmentofcorpuslinguistics,scholarsadoptanewtheoreticalperspectiveandresearchideastoresearchchunks.WanglifeiandQianJuan(2009)didtheresearchonchunksusedbyEnglishlearnersintheirspeechesthroughcorpus.ShiZhiliang(2012)alsodiscussedtheteachingmodeofCollegeEnglishfromtheperspectiveofcorpus,andfinallycametotheconclusionthattheteachingmodeofCollegeEnglishbasedoncorpuscontributestocultivatingstudents'autonomouslearningabilityandcriticalthinking,effectivelyimprovestudents'languageability,andhasstrongfeasibilityandpopularization.Theabovescholarsapplycorpustoforeignlanguageteachingandexploreanewteachingmode,whichbringssomeenlightenmenttothefutureforeignlanguageteaching.e)Astudyofchunkreview.Researchershavereviewedchunkstudiesfromdifferentperspectives.Forexample,WangXiaomeiandYangYajun(2012)summarizedthelatestachievementsinthestudyofprefabricatedchunktheoryathomeandabroad,andthenanalyzedtheessentialcharacteristicsofprefabricatedchunktheoryfromtheperspectivesoflinguistics,psycholinguisticsandcorpus.WangLifeiandZhangDafeng(2006)reviewedthestudiesofchunksabroad.DuanShiping(2006)madeacommentonthestudyofL2chunkteachinginChina.f)ResearchonEnglishvocabularyteachingbasedonChunkTheoryChunkisaveryimportantresearchobjectinlanguageteachingresearch.InChina,theearliestapplicationofChunkTheorytoteachingpracticestartedfromYangYuchen(1995)whoanalyzedthereasonswhycollegestudentsmademistakesinchoosingwordsinlanguageoutput,andconcludedthatthefocusofvocabularyteachingshouldbeshiftedfrom"wordunit"to"phraseunit"or"sentenceunit".PuJianzhong(2003)foundthatinEnglishvocabularyteachingandlearning,teachershaven'tpaidenoughattentiontothecommonchunkswhichcanreflectthedepthofvocabularyknowledge,resultinginlearners'wronguseofchunks.Therefore,hereckonedthatthefocusofEnglishvocabularyteachingmustbeonlexicalchunkteaching.XiaoFushou(2000)putforwardanewconcept,namelywordtype,whichcanbeastructureoflexicalcollocation,phraseorchunkoflanguage.Furthermore,hepointsoutthatthepatternapproachcanhelpstudentsenlargetheirvocabulary,learnmoreauthenticexpressions,andimprovetheaccuracyofvocabularyuse.LuoYanyan(2009),withthehelpofthelatestresearchresultsofvocabularyacquisition,expoundstheadvantagesofchunkinvocabularyteaching,andproposesanewvocabularyteachingmodelcenteredonchunkteaching.LuoMingyan(2009)pointedoutthattheCollegeEnglishvocabularyteachingmethodbasedonChunkTheorycaneffectivelysolvetheproblemssuchasthelowEnglishvocabularyofcollegestudentsandthelackofcomprehensivelanguageapplicationability.DuJing(2012)studiedhowtoguidestudentstorecognize,memorizeandusechunkfromChunkTheory,soastoexpandthechunkquantityofjuniormiddleschoolstudentsandmobilizetheirautonomy,improvetheircomprehensiveabilityofusinglanguage.WangQin(2013)conductedalexicalchunkteachingexperimenton96juniormiddleschoolstudents.Theresultsshowthatlexicalchunkteachingcanhelpstudentsunderstandandmemorizevocabularyandimprovetheaccuracyofjuniormiddleschoolstudents'vocabularyuse.ZhangJia(2014)emphasizedthatchunktheoryprovidesnewideasforCollegeEnglishvocabularyteaching.Usingchunksinvocabularyteachingcanreducethedifficultyofstudents'memoryandhelpthemtorememberwords.AfterreviewingandanalyzingtheresearchonEnglishvocabularyteachingbasedonChunkTheoryinChina,theauthorfindsthatalthoughtherearemanydomesticscholarswhohavestudiedEnglishvocabularyteachingbasedonChunkTheory,mostoftheseresearchesareconcentratedoncollegestudentsormiddleschoolstudents,butfewinjuniormiddleschoolstudents.ItcanbeseenthattherearestillsomedeficienciesinEnglishVocabularyTeachinginjuniormiddleschoolsbasedonChunkTheory,whichneedstobefurtherexplored.3.ThecurrentsituationandproblemsinMiddleschoolEnglishvocabularyteachingInordertobetterunderstandthecurrentsituationandproblemsofMiddleschoolEnglishlisteningteaching,theauthorinterviewed12juniormiddleschoolEnglishteachers,including5frontlineteachersmorethan10years,frontlineteachersmorethan10years,1teacherlessthan3years,1graduatestudent,undergraduateandjuniorcollegeteacher,whichisveryrepresentative.Theinterview,conductedintheteacher'ssparetime,forabout15minutesandincludingthreemainquestions:A)Whatdoyouthinkoftheimportanceoflisteningteaching?b)Howdoyouexplainthewordsinvocabularyclass?c)WhatdoyouthinkisthemainprobleminMiddleschoolEnglishlisteningteaching?Table1AnalysisofinterviewresultsofTeachersQuestionsAnswersNumberPercentageWhatdoyouthinkistheimportanceofvocabularyteaching?Veryimportant.12100%Howdoyouteachandexplainwordsinvocabularyclass1.Teachandexplaininsinglewords.866%2.Teachandexplainasawholewithphrasesorcollocations.217%3.Otherways217%WhatdoyouthinkarethemainproblemsinMiddleschoolEnglishVocabularyTeaching1.Theproblemofvocabularyunderstanding867%2Theproblemofvocabularymemory12100%3.Problemsinvocabularyapplication1191%4.Otherproblems433%(Note:thepercentageisrounded.)Fromtheaboveinterviewresults,the12juniorEnglishteachersinterviewedrealizetheimportanceoflisteningteaching,theyalsothinkitisveryimportant;66%ofjuniorEnglishteachersstillteachandexplainvocabularyalone;forthethirdquestion,thevastmajorityofteachersthinkthatMiddleschoolEnglishlisteningteachinghasthreemainproblems:vocabularyunderstanding,vocabularymemoryandvocabularyapplication.Inviewofthesethreeproblems,theauthorhasconductedthefollowingin-depthanalysis:3.1StudentslackinginaccurateunderstandingofwordmeaningTheproblemwithstudents'vocabularycomprehensionisthattheylackanaccurateunderstandingoftheirvocabularymeaning.InEnglishlearning,themeaningofawordiscompletelydifferentindifferentcontexts.Thepolysemyofawordisquiteobvious.Forexample,studentsonlyknowtheword"have",whichmeans"have,hold,orhavesomething".ButinthePEP'sfifthbook,ithasalotofmeaning:WhatdoyoumeanonMonday?Whatdidyoueatforlunchtoday?Here,theword"has"means"performingaparticularaction".Ihavetodomyhomework.Here,theword,"have,"isusedtogetherwith"to,"toformaphrase,"mustto,"meaning"mustbe.".Fromtheperspectiveofvocabularyuse,vocabularycanonlyachievecommunicativefunctionsbyformingsentencesorconnecwords.ThepolysemyofawordisquiteprominentinEnglish.Todeterminethemeaningandusageofaword,theremustbeaspecificcontextandcontextinplacesothatthestudentcanunderstandthemeaningofawordandcanonlymasteritsusageinthesentence.So,itisdifficultforstudentswhohavejustlearnedEnglishtofullyunderstandthesemeanings.Therearetwomainreasonsforthisproblem:first,teachers'listeningteachingisisolatedfromtheactuallanguagesituation.;Secondly,thethinkingmodeof