第一篇:农村初中英语听力教学问题和解决方案浅析
农村初中英语听力教学问题和解决方案浅析
牟定县马厂中学 邓勇
摘要:英语课程改革后使得学生学习英语比之前更具有挑战性,同时对教师来说也是更具有探索性。初中英语听力训练是一项长期的教学工程,需要在教学中不断的探索听力教学的规律,尽最大努力让学生能够理解所听内容是进行听力教学的最大目标。在进行听力教学的过程中,最重要的是要培养学生学习英语的兴趣。本文将根据多年的教学经验分析听力教学中存在的问题,同时给出解决问题的方法,这些方法在教学过程中已经得到充分的证实,即对快速提高学生的听力水平是最有帮助的。关键词:听力训练;存在的问题;解决的方法 引言
随着国内和国际社会的快速发展,英语教学越来越受到现代化教育的高度重视。每年全国各种关于英语的考试大多都增设听力和口语的测试,无疑对中学生英语的教学提出了一个严峻的挑战,同时也给提高中学生的英语听力和口语水平,改变中学生英语“聋哑”的现状带来了机遇。听力能力的提高和听力技能的具备在英语基础教育中占有重要的地位。国内中学生英语教学的宗旨是培养学生的听、说、读、写能力。语言首先是有声的,听力能力既是一种接受能力,又是一种学习手段。作为一种能力,听是吸收和理解口头信息的交际能力;听是吸收语言信息的重要源泉,足够的信息输入为说打下基础,听力能力在交际中占有极为重要的地位。作为一种学习的手段,听是学习英语的必由之路。学习发音,学习说话都和听有密不可分的联系。听,为模仿地道的口头英语、扩大词汇量、丰富语言背景知识提供了一个很好的学习方法。学生只有听得明白,反应敏捷,开口自若,才能在每堂课有限的时间内高效轻松自如的学习。2 目前听力教学中存在的问题
根据多年的教学经验,从学生所受教育程度的实际出发,总结出了在听力教学中存在的几个问题。
2.1 忽视听力教学的真正目的,过多地使用母语
现在的中学生尤其是在小学从未学过英语或学的不扎实的农村中学生,由于词汇量小,平时听英语的机会少,在听英语短文和较长的对话时,就很困难。在教学中,一定不要为了尽快地完成教学任务,在对学生进行短文或对话的听力训练时大量使用母语。根据教学经验,在听短文时,大部分学生在听完三遍后,仍没有完全听懂短文大意,加上短文故事情节的顺序与所设置的听力练习题顺序不同,学生不能很好的完成听力训练。2.2 课堂教学形式单一,学生产生厌倦情绪
在听力课中,许多教师充分利用45分钟时间,整堂课都是让学生在听--做题--对答案的过程中渡过的。久而久之,再活泼好动的学生也会对这样的教学方式产生厌倦情绪。2.3 语音不规范、不正确
这类情况往往导致学生出现听力理解上的困难。比如连读、不完全爆破、省略音这些语音现象也往往成为学生在听力提高方面的障碍。2.4 对英语的学习兴趣不浓
有的学生对英语这门学科本身就不感兴趣,从心理上产生了抵触,尤其是在听力训练中很少积极参与。大多是在老师的监督下敷衍了事,被动应付,造成抵触情绪高涨,学习兴趣低落,听力水平很难提高。2.5 对英语听力不重视 农村中学的学生大多是留守儿童,很多学习不认真,连母语都不愿意学,要想把英语学好,尤其是听力,更是难上加难。这是由于学生的父母亲长期不陪同,很少有人督导,接触英语较迟和英语对他们的生活影响极小。部分学生认为听力很难听懂,花的时间比较多和考试时所占比重较小,没有给予足够重视。2.6 缺乏自信,容易浮躁
一些学生缺乏自信,常有自卑心理。在听力课堂上,教师需要学生的积极参与,而缺乏自信的学生在与老师的互动过程中经常会紧张不安,焦急害怕,害怕出错,担心被老师提问,被同学笑话,这种长期处于压抑状态和情绪不佳的学生,很难提高英语听力水平。2.7 对英语所涉及领域的重要性理解不够彻底
如英语所涉及的领域包括生活和科技中的各个领域,国际社会之间的交往等。平时需要加强学生在这些领域的深刻认识,如可以通过请英语大师、科学家等来学校作演讲,以激励学生积极主动地学习英语。3 目前听力教学中存在的问题的解决方法
根据多年的教学经验,总结出了以下四个原则和三个策略,能较好地帮助解决学生听力难懂的问题,能让学生听懂英语的同时进行简单的互动交流。
3.1 四个基本原则
3.1.1 基本原则之一:听力教学必须以《英语课程标准》教科书中的课程目标和新出的课程目标为教学原则
在实际教学中应依据不同级别的教学目标和要求来制定听力教学的内容和衡量标准。
3.1.2 基本原则之二:听力教学内容与农村学生学习德、智、体的能力相结合的原则
听力材料的内容要贴近学生的实际生活,这样既可以激发学生参与英语教学活动的积极性,又有利于教师更好地开展教学。根据教学经验,以这样的原则开展教学可以起到相辅相成的效果,即学生与老师可以共同进步。同时教师也能较好地掌握学生心理的变化,从而更好地关注和指导学生的学习。
3.1.3 基本原则之三:听力教学内容与课堂教学相结合的原则
听力材料的内容与课堂教学的内容有机结合,既可以帮助学生回忆已学过的语言知识,又可以提高学生的听力能力和听的技巧。
3.1.4 基本原则之四:听力教学的练习形式要避免单一化和形式化的原则
练习听力要采用多种形式,如用英语发出指令,让学生主动记下部分听到的内容,以便理解所听内容,或采取以听为主,听说结合,兼顾读与写的形式等。3.2 三个策略
3.2.1 策略之一:帮助学生克服心理障碍,激发学生听英语的兴趣
根据外语教育心理学理论,学生听力理解能力的好坏与心理素质有密切联系。学生大部分时间都处于汉语的语言环境中,初学者较难适应英语的语言环境。尤其在听力教学训练时,学生要在很短的时间内听清、听懂 4 录音内容,领会其深层涵义,同时还须听懂和理解所提问题及所给的选择答案,并做出正确的判断和选择。
长时间听不懂或难以理解听力内容会让学生会产生很大的心理负担,因此在平时的听力练习中,教师不要简单地播放录音,忽视与学生言语的沟通。在单调、沉闷的课堂气氛中,学生会感到紧张和压抑,从而会对英语听力产生厌倦甚至抵触情绪,结果连最简单的词句都听不懂。为此,教师应以饱满的精神,和蔼的态度帮助学生消除紧张、焦虑、厌烦等情绪,运用各种教学方法,培养和激发学生听的兴趣。根据教学经验,在听说教学中常采用生动的图画进行单词和句子的指导教学,在课文教学中,运用有情节的故事图片,并配以背景音乐进行听说教学能使学生精神振奋,积极思考,能很好地接收和理解教师所发出的信息,能快速地调动学生参与听力的积极性和学习英语的兴趣。
3.2.2 策略之二:将听力教学融入课堂教学之中,强化学生的语言基础训练
以讲英语的形式组织课堂教学。学生学习英语主要是在课堂上进行,要想提高学生学习英语的能力,教师首先就要发挥好课堂教学主渠道的作用,创造良好的课堂英语语言环境,使学生在课堂教学中得到潜移默化的影响。教师要坚持用英语组织教学,在课堂中创造英语语言环境的氛围,并且用一定的母语解释和引导,快速地帮助学生掌握必要的英语语言的基础知识,如单词、词组等的正确发音;语音知识,如连续、重读、失去爆破、句子意群等句子朗读技巧,最终使得学生能够掌握和熟练应用英语语言进行简单的交流和写作。增加学生的语言输入。所谓增加语言输入(Language Input)就是扩大语言学习者接触语言机会,接受和吸收充分数量的语言材料。现代语言教学理论认为向学习者提供的语言输入量越大,越有利于日后形成较强的语言输出能力。当这种输入达到一定量的时候,学生的语言能力便会产生质的变化。
对于缺乏英语环境氛围的农村学生来说,适当加大阅读量和增加听英语的时间能够扩大语言输入。主要做法如下:
1)、多朗读。大声地朗读可以帮助提高听觉理解能力,听力的强弱,关键在于语音知识的熟练程度,语音知识的熟练程度又取决于平时的练习。对一门外语的语音和语调的正确、标准、流畅、熟练、抑扬顿挫和节奏把握都离不开平时的有声朗读;
2)、多背诵。古诗云:“熟读唐诗三百首,不会赋诗也会吟诗。”在熟练朗读的基础上,正确流利地背诵一些常用的短语、句子、对话等,有利于培养正确的语感,有利于培养良好的听力能力;
3)、多听录音。有利于让自己处于多听、多模仿和多复读的语言环境中,模仿和复读教材中的对话、文章,模仿句子的语音语调,体会说话人的情感。
制造英语语言环境氛围。主要做法如下:
1)、充分利用课余时间。鼓励学生在课外随时随地讲英语,形成浓厚的课外英语氛围,如饭前饭后、课间,让学生尽量用学过的交际英语进行交谈,训练听说能力;
2)、开展英语第二课堂。教师可以充分发挥第二课堂的作用,指导和 安排学生进行各种各样的英语活动,如利用多媒体看英语原版节目、收听英语广播、英语小品表演、英语歌曲演唱比赛、英语角等活动增加学生的语言实践机会,帮助学生培养正确的语感,提高听说能力。3.2.3 策略之三:及时进行强化训练,提高听的能力
做配套的英语听力检测题是训练学生听力的必要措施。初中英语新教材每单元均设计有听力训练内容,要在课堂上按照课堂教学的目标和进度安排及时进行该项训练,以便帮助学生逐步提高听的能力。
对学生进行听力技巧的指导和点拨。主要做法如下:
1)、反应要迅速。在听力训练开始前,要快速阅读问题和选项,选项是理解的关键,它可以帮助学生预测将会听到的内容,暗示所听内容的重点。学生必须学会在短暂的时间内分析和对比选项的不同之处,带着问题,有目的地去听,对于暂时无法听懂的选项,可以边听边在选项的相关处作记号以便稍后再做;
2)、善于捕捉主要信息。在英语听力测试中,针对听力材料常设置一些填空题或选择题,这就要求学生应具有抓住主要信息,排除次要信息的能力。培养学生善于捕捉有用的时间、数据、人名、事件等信息的能力,这将是教学中训练学生听力能力的重点。此外,对学生进行必要的听力技巧训练也是不可缺少的。4 常用的听力技巧
常用的听力技巧主要有: 1)、对内容情节的预估;
2)、对上下文没有听清楚的内容进行猜测; 3)、寻找主题大意; 4)、捕捉特定的细节; 5)、推断说话人的态度等。
这些技巧在日常母语的交际中可以自然地完成,而在外语听力教学中需要有针对性地进行训练,潜移默化。
总之,在教学中有目的、有计划地指导学生进行科学的听力训练对增强学生的听力能力是最有帮助的,也是最有效的。5 结论
根据多年教学经验的总结和体会得出英语是一门语言实践课,教师需要应用不同的教学方法来激发学生的听说兴趣,调动学生学习的积极性与主动性,提高课堂教学效率,增强学生的听力能力,有利于对学生其他技能及综合素质的培养起到积极的作用。
总而言之,英语听力理解能力不是单项能力,学生必须以具备良好的语言基础为前提,辅以听力技巧、技能及丰富的背景知识,再依赖判断理解过程,才能高效地完成从听到理解的过程。
参考文献
[1] 王红英.浅谈英语课堂教学方法的创新[J].中小学教学研究,2008(7).[2] 李永红.浅谈初中英语听力教学[J].科教文汇, 2009(24).[3] 白杨.英语听力教学的改进方法浅析[J].成都教育学院学报, 2004(5).[4] 方常杰.中学英语听力教学研究[J].新课程研究基础教育,2008(1).
第二篇:历年高考农村初中农村初中英语听力教学
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..浅议农村初中英语听力教学
张 朝 春
摘要
随着新课程的推进和深入,各个学科都在加强对学生学习能力的培养,强调实践与创新和学生主体和教师主导的教学模式.人民教育出版社和英国朗文 出版集团有限公司合作编写的义务教育初中英语系列教材,是课程教材改革的产物,教材的 听力训练成为中学乃至小学的英语教学内容,在农村初中有限的条件下怎样训练学生的听力便成了值得讨论的问题
关键词
农村 初中 听力 教学
新课程的实施,各地使用不同版本的教材,在初中阶段的外语学习只要求达到不同的分级目标,九年级(现初三)要求达到五级,这有效的解决了各地英语教育发展的不平衡的矛盾,有利于因材施教,由于受到农村教学条件的限制,利用好现有设备,尽量体现新教材精神,达到新教材设计目的,培养学生的英语学习兴趣是摆在广大农村初中英语教师面前的重要课题.我认为听力能力的提高是解决这一问题的一个有效突破口.(一)农村初中英语学情分析
对多数农村学生来讲,学习英语不是为了用它交谈,写作,只简单的应付毕业 考试,有的学了几年连英文字母多少个都不知道.由于缺乏和新教材配套的多媒体教学仪器和手段,大多教师都凭一个录音机和一块小黑板授课,难以突出教材主题,创造教学情景,更无法调动学生学习积极性, 在这种学情下我校初二年级一个快班52名学生,及格以上的只有25 名;而慢班更惨,无人及格,学生厌学倾向十分严重。
而对于优秀学生来说,他们毕竟要升学,需要进一步提高听、说、读、写的能力来适应高中的学习。农村优秀学生上高中后的普遍现象就是难以适应高中英语教学,高中老师的全英文授课让他们如坠雾中,严重影响英语学习,甚至一蹶不振,对自己多年的英语学习产生怀疑,失去学习英语的兴趣,由此可见农村初中 听力能力的薄弱。
学生方面: 多数学生来自村小,极少数来自镇中心小,受农村小学教学条件、师资、管理的影响生源素质低,学生在小学阶段基本尚失学习兴趣,基本没有良好学习习惯,基本没有学习自觉性和能力。
老师方面:
对新课改有点犹豫和两难,新课程要求更高,而学生水平远不及新课程的起点要求,如很多小学校根本没开英语,开了的也行同虚设,学生的低起点教材的高要求对立,教师犹豫。新教材的要求高教学配制:实物、多媒体、课件等,农村学校难以实现,这给教学带来困难,教师在传统教法和课改教法间徘徊,难以取舍,进退两难。
教材方面:
教材起点高,不适应农村学校的实际。以英语学科为例,人教社出版的英语新教材“Go For It”在城市学校使用应是一部很不错的教材,但对于大多数小学未开英语课的农村学校来说还是难度偏大,起点过高。薄弱的学生语言能力使新教材所倡导的任务型教学模式的实践受到很大的制约。
教材内容新,但脱离学生的生活实际。“Go For It”是一部从美国原版教材改编过来的教材,语言很有时代感。但对于知识面相对较窄的农村学生来说,很多内容却因缺乏生活体验而显得十分遥远。
教材份量加重,教学任务无法完成。我们把“JEFC BOOK 1(A)”和“Go For It”七年级上册做了一个比较,词汇,包括人名和缩略词在内由466条增加到877条,份量差不多增加了一倍,但课时没有增加,师生普遍感到压力很大。
课改实施:
新的质量观在教育行政部门和老百姓中还没有得到认同,以升学率高低评价学校办学水平的观念根深蒂固,很多学校对课改都持观望、应付的态度,课改中的工作也只是应付上级检查的消极行为。
教师、学校之间竞争激烈,大家都害怕课改影响教学质量,不敢放手探索和实验,不敢放手使用新的教学方法。
(二)听力的重要性
中学生学习英语首先就应当从听入手,英语听力对学习英语至关重要。“听力”英文为Listeningcomprehension,即听有声语言,并对其理解的能力。正如RiversTemperty所说:“听,是人们根据自己所了解的语言知识、语义和语法三方面的潜力,从语流中获得信息的积极活动。”
根据上述观点,我们可以将听力理解为:获得有声信息的活动能力,也可以说是一种交际能力。这种能力的强与弱,除了决定人们对语言知识本身的了解外,还决定人们对语言背景文化知识的占有能力。很难想象一个对语言背景文化一无所知的人,能够具备良好的听力。中学英语教学大纲中把听说教学放在教学法的首位,强调听说英语是英语教学的重要目的之一。
从语言角度来看,语言本身首先是有声语言。没有听,就没有说,语言的交流也就无从谈起。因而,听力在语言学当中有其特殊的作用。听,是语言的基础;听力,是语言学习的前提。
从心理学的研究来看,在相等时间内,听到的信息量比读到的信息量要大得多;而听到的信息转化为感性知识比读到的信息转化为感性知识的速度要快得多;听到的信息往往比读到的信息更生动,印入脑海的烙印更深刻,不易遗忘;同时,还能有效地培养语感。
从中学生学习英语的心理特点看,中学生年少好胜,善于模仿,听觉灵敏,活泼喜动。如果能注意培养他们的听力,在情趣盎然的气氛中加强听力训练,必将取得事半功倍的效果。
(三)听力的构成
听力主要由两个部分构成。即迅速正确地辨音解义的能力、理解语言内涵的能力,亦称“文化悟力”。这两种能力表现在中学英语课堂上,即为识记教师发出的语音形式,准确地辨析词义,然后从词义、句义到文章中心大意,迅速辨析、思索、组合、归纳,并从中悟出讲话内容的中心所在。这种能力除指对语言知识本身的理解能力外,还应包含对有关文化知识的理解和占有能力,包括经济、文化、天文、地理、历史以及简单的科普知识等等。对这些知识的占有与理解无疑会提高对所听到信息的理解程度,从而使悟出的语义更深刻,更准确。
(四)目前学生在听力学习上主要存在的问题
1.语音的辨别能力低。要想听懂一般语言材料,尽多地听懂其中每一个词是至关重要的。然而部分学 生对英语标准发音掌握不好,或者他们自身的英语发音与标准发音差距甚大。在听的过程中,往往分辨不出听 到的是哪个词或者分不清词与词的界线。有时即使听到了已经学过的词时,也会误听为其它词而作出错误判断,在理解上步入岐途。
2.语流的连贯能力弱。有时候学生对平时能正确发音的单词在句中听到时也不能正确分辨,从而影响 对全局的理解。这是因为学生缺乏一种连贯的语流。词在句中朗读时的弱读、重读、连读、语气的变化、语调 的升降都会导致在连贯语流中语音的发音变化。例如:The teacher told us that we could have been succ essful if we had been careful because the experiment wasn't difficult.一句中,us[s],that[ t],have[hv],had[hd]和because[bi、kz]都应弱读。由于这些词的弱读,导致了 语流中的一些语音变化。学生若缺乏连贯的语流能力,那么在听时就会对全句的意思产生误解。3.词义的语境判断差。大多数单词在字典上有多种释义,而不同的词义取决于该词的不同语境。对一 个词的确切词义判断应根据上下文来决定。例如:She was fast asleep.(她在酣睡。)She ran fast.(她跑 得快。)在不同的语境中,fast一词的词义就完全不一样。而学生往往只根据自己所熟悉、掌握的词义便“听 词生义”误下结论。
4.猜字的技能技巧低。在听力中,学生难免会听到陌生的词,他们不可能有足够的时间去推敲,而只 能根据上下文内容去进行联想猜测。猜字能力强的学生往往容易疏通上下文。例如He can't bear any more p ain.一句中bear是动词而不是名词。若学生在名词用法“熊”的词义上苦苦思索,而不根据pain一词的信息去 推测bear的动词用法有“忍受”的词义,自然也难以理解该句了。
5.口音的辨析能力差。在听力中,常会听到不同国家、地域、年龄、职业的人说英语。英国音与美国 音在发音上的较大不同会使学生无法较好地进行分辨。如美国人把[a:]发成[],把[wen]发成[ hwen],在or或er后综合加进[r]音。因此一些极普通的常用词在学生听起来就成了陌生的不熟悉的词,结果影响了对全篇听力材料的理解。
6.主要内容抓不住。在听的过程中,要每个词都听懂,对大部分学生来说是不大可能的。只要听懂中 心内容,就能理解领会全文。但部分学生不善于在听时抓主要内容。他们只根据材料中的只言片语就断章取义 地进行理解,不能通过对各个局部的理解快速找到上下文间的联系,结果对整段内容产生片面的理解,得出错 误的结论。
7.重要细节捕不牢。听力不仅要求学生听懂材料的主要内容和中心思想,而且要求学生听懂能说明主 题的重要细节。对于那些影响整篇材料的重要细节更必须弄清楚,因为它们有助于对整篇材料的理解。例如: 人名、地名、时间、年代、数字等。学生在听的过程中往往忽视对以上重要细节的记忆与分辨,结果对与重大 细节有关的选择题难以下手。
8.正确习惯没养成。有些学生缺乏正确的听的习惯。他们往往先将听懂的东西先译成汉语、用汉语进 行思维理解,缺乏用英语直接思维的习惯,不能做到边听边理解边记忆,不懂得要将听懂了并且理解了的信息 迅速联系起来形成连贯的记忆,最后将全文的要点通过一定的联系有机地统一起来。
9.语法、习语不扎实。部分学生没有扎实的语法功底与习语积累,所以在听时或概念模糊或错误理解 句子的语法结构而误解句子的实意。例如:It isunnecessary for you to go there.一句中,若不懂unneces sary是necessary的反义词,那么对该句的理解往往会走向相反。又如:There is a boy in frontof the car.与There is a boy in the front of the car.两句中boy的位置在前句中是在车的前面,而在后句中是在车的 前部。若学生构词法掌握不好,语法知识、习惯用语不扎实,那么在听时发生判断失误也就不奇怪了。10.背景知识太狭窄。听力材料内容广泛,涉及天文、地理、人物、历史、科技、文艺、教育、医学、体育等诸多领域。由于学生知识面太狭窄,缺乏对英语国家的风土人情、历史背景、文化差异的了解,所以 往往听完一篇材料后对其内容一知半解,甚至不知所云,结果影响了理解。
分析了英语听力中存在的上述问题后,我们就可以对症下药,找出消除障碍、提高听力的能力的方法。听 力问题是一个由多种因素决定的深层次的综合理解的能力问题,只靠简单机械地放录音、听录音是难于提高听 力水平的。因此训练听力应做到听与说、读、写相结合,齐头并进。
(五)听力提高现实教学法
1.强化语音。要强化语音的基本训练,掌握辨别单词中的长短元音、辅音、辅音连缀,辨认语流中的 重读、弱读、连读和语调。要让学生多接触辨别语音、语调的听力练习,消除语音上的障碍。
2.辨别口音。针对中学英语听力磁带主要是英式英语的发音,而听力测试往往以美式英语发音为多见 这一现状,必须训练学生尽快了解、熟悉英式发音的英语与美式发音的英语的差别,并能较好地适应听这两种 不同口音的英语。常用的训练手段是多听英、美的广播节目。如VDA Special English和BBC广播。这样做既 可培养学生适应不同口音的英语的能力,又能丰富学生的知识面。3.精泛并听。精听与泛听是听力训练中相辅相成的两种方法。精听是让学生反复听一些听力材料,直 到完全听懂为止。例如这些年的高考英语听力试题。方法可以采取听写材料中的每个句子,然后检查纠正。或 听后复述材料内容,回答相关问题等,以便了解学生对所听到的材料的掌握程度。泛听训练主要培养抓主题大 意的本领,听不同的口音与语调,培养良好的语感与明快的语流,丰富知识。教师要处理好两者之间的关系,泛听是精听的基础,精听是泛听的深化,应用泛听来带动精听。
4.听说结合。听与说是不可分割的整体。为了说得出,必须听得懂,只有听懂了,才能接着说。因此,教师要主动,积极地组织学生利用课内外一切机会说英语,用英语来表达自己。要充分利用“英语角”,接 触英美藉人士等机会来操练口语。口语中的不同语调可以表达不同的感情、态度和意思,只有多进行口语练习,才能掌握不同语调在上下文中所表达的不同感情,才能使学生在听时能较好地分辨不同语调所表达的不同内 涵。因此,说能促进听,听能带动说。
5.听读结合。对文字材料边听边读有助于增强语感,辨别语流。听读结合能使词句的音、形、意在记 忆中迅速统一起来,减少判断误差。要让学生养成每天半小时边听边朗读英语磁带的习惯。听读的材料可以是 课文或与课文难度相仿的段落。开始时可以看着文字材料跟着录音读,然后不看文字材料跟着录音读,最后凭 语感独立与录音同步朗读。
6.听写结合。听写练习是提高听力水平的必不可少的一环。听写是一种限时性强、输入量大、需要高 度集中一个人的注意力与充分调动一个人所有语言知识的强脑力劳动过程。在听写过程中,学生只有直接理解,直接记忆,才能把所听到的内容完整地记录下来。听写起步时可以听写一些基本词语和简单句型,进而听写 课文的缩写,最后听写与课文难度相当的(100—150字的)文字材料。当一个学生能较好地写下他所听 到的内容时,那么他对文字内容的理解当然也不会有什么问题了。
7.扩大阅读。听力的好坏往往与阅读有关。书读得越多,词汇复现率越高,对常用词语就会越熟悉,在听时就可以免去把英语译成汉语再理解这一心译过程,直接去领会理解所听到的材料的内容。一般来说,若 阅读量小,阅读速度慢,那么听的速度也不会快,理解也不会深。要强化对学生的大剂量限时阅读训练来促进 其听力速度的提高。要指导学生在阅读的过程中避免字字斟酌,句句推敲。只要能在限时之内抓住中心,了解 大意,捕捉住重要细节即可。阅读速度的提高能促进思维节奏的加快,这样在听时能跟上正常读速的英语。同 时,不同内容的阅读能丰富学生的知识,培养语感,了解英美文化及篇章结构,弄清它们的思维方式,从而促 进听力的提高。
8.掌握技巧。利用听力练习来提高听的技巧,训练审题与应变能力,是提高英语听力测试水平的有效 途径。在听力训练起始阶段,可以边听边做一些笔录,记录下材料中的人名、地名、时间、年代、数字等信息,以便在答题时可以有所参考。在此基础上再过渡到用脑去记忆。要注意进行听力微技能的训练,抓文章的开 头与结尾的句子,想方设法捕捉主题和关键语句。在听前先浏览练习测试题的供选答案,从中预测听力材料可 能的内容与体裁。对于一些含蓄的问题,要利用自己的想象与经验去理解、猜测、推理,并注意英语的背景知 识与习惯用法。在必要时用排除法来剔除不可能成立的答案
小结:
尽管农村初中条件差,以上提高听力的方法相信一台收录机完全能够办到,在结合教材方面还可把教材听力材料打印给学生,方便学生复习听力,更好把握教材内容。相信过了听力关,培养了学生的听感,英语学习的语感也即增强,这无疑提高学生学习英语的成就感,进一步加强学生学习英语的兴趣,让落后的农村初中学生的英语学习打破传统教学的同时,又体现课改精神,让学生真正在课改的春风中得到实惠,收获成功。
第三篇:农村初中英语听力教学现状分析
CONTENT
Abstract……………………………………………………………………………………………..i 摘 要…………………………………………………………………………………………….ii 1.Introduction ………………………………………………………………………………………1 2.Current situation of English listening teaching in rural areas………………………………… 2 3.Listening problem of junior middle school students in rural areas…………………………….2 3.1 The pronunciation problem....................................................................................2 3.2 Vocabulary problem...............................................................................................4 3.3 The lack of grammar knowledge.............................................................................4 3.4.Inadequate background knowledge.........................................................................4 3.5 Psychological problem...........................................................................................5 3.6 Inappropriate listening habits..................................................................................6 4.Strategies for helping students solve listening problem 6 4.1 To explore efficient method of listening teaching.......................................................6 4.1.1 Choosing the appropriate materials.................................................................7 4.1.2 Creating a harmonious atmosphere of teaching................................................7 4.1.3 Paying attention to teaching art......................................................................7 4.1.4 Making a variety of classroom activities.........................................................8 4.1.5 Organizing extra-curricular activities..............................................................8 4.1.6 Setting the scene..........................................................................................8 4.2 To strengthen students‟phonology...........................................................................8 4.3 To combine the four skills.......................................................................................9 4.3.1 Combination of intensive listening and extensive listening................................9 4.3.2 Combination of listening and speaking............................................................9 4.3.3 Combination of listening and reading.............................................................9 4.3.4 Combination of listening and writing............................................................10 4.4 To enhance cultural knowledge of English language.................................................10 4.5 To develop the independent awareness of studying about rural students......................10 4.6 To improve teaching facilities of English in rural area...............................................11 4.7 Other strategies....................................................................................................11 4.7.1 Expanding scope of reading..........................................................................11 4.7.2 Mastering skills..........................................................................................11 5.Conclusion 12 Bibliography 14
1.Introduction
The object of English teaching is to develop the ability of students‟ acquiring information and communicating with others.During the English teaching, it is true that listening, speaking, reading, and writing are four basic skills.However, listening is very important part of English teaching, and listening is basis for developing other skills and provides a basis for language learning.But it is also the most difficult of all the learning skills for learners to master.When listening, listeners follow the speaker, thinking about what the speaker is saying and what is going on in the mind of the speaker, guessing the speaker‟s opinions and attitudes and catching the true meaning of the speaker‟s words.Listening itself accounts for almost half of the commutative activities in one‟s daily life.In addition, learners should have the knowledge of phonetics, vocabulary and grammar.According to the status quo, on the other hand, the level of listening teaching is decreasing in the countryside.Many learners are afraid of listening, looking on it as more difficult than any other skills and pay much attention to training their ability to speak, read and write.The Result if this causing directly affects the activeness of students who study English listening after, and increase the difficulties of learning to listen.With the deepening if reform and open-up in our country, the distance between the poor and the rich is becoming more and more bigger.At the mostly rural countries, English listening class start with the junior middle school.It is believed that this is a key point that students are encouraged to exercise their ability to listen from this time.From now on, students must accumulate basic knowledge in case they cannot catch up with others after learning roads, for instance, in college.In view of this situation, it is necessary to emphasize the importance of English listening in rural country.In this article, we start with conditions of the middle school listening teaching, point out some problems and design some activities in the beginning of the class.Then we focus on some activities of teaching English listening and insist that the activities should be emphasized on the process of listening, rather than the result of listening.What‟s more, students should attach more great importance to the elementary knowledge, such as phonetics,assimilation, enough vocabulary, etc.In this paper, listening problem and strategies of junior middle school in rural area.We will discuss them in details in the follow parts: 2.Current situation of English listening teaching in rural areas China is a developing country.Its economic development is not balanced and production and living standard of rural are very low.Especially in rural country, lack of modern teaching facilities and making structure of teacher-resource unreasonable which affect directly or indirectly students‟ listening.And the pursuit of short-term examinations also influences English listening.Even most excellent teachers go to developed regions rather than staying at work in the countryside.3.Listening problem of junior middle school students in rural areas Listening is an important mean of language learning.It is one of the significant ways in English language communication.However,(RenXiaoping,2001:1-2)puts forward some statistics show that nearly fifty percent students regard listening comprehension as the most difficult part among all kinds of examinations.in the following parts ,listening problem of junior middle school students in rural areas will be explored.3.1 The pronunciation problem It is clear that “ Phonetics is defined as the study of the phonetic medium of language”, Dai Weidong proposed.(WangQiang,2002:35).If students want to listen and understand the general language materials, they must make every effort to listen and understand each word, which is very important.English, as a new language for Chinese students, usually appears some problems exactly on phonetics, such as the mistakes on pronunciation, intonation, and all kinds of skill like word stress, assimilation, etc.For instance, the phrase “tinned meat”, in the informal occasion, its pronunciation is described as /tin`mi: t/.-Ed among tinned is omitted.The pronunciation of n assimilates /m/ just as following examples: That boy—thap boy
Ten people—tem people In English, Many short words have two or more than kinds of pronunciation: accented mode and one or more than one weak stress.The word in non-stress position of sentence usually appears with mode of weak stress.However, the word in stress position mainly appears with stress mode.But there are many exceptions, sometimes stress appears in position on non-stress Such as the following dialogue: A: You had better give him the key.B: I am going to do it.These two sentences in the pronunciation as follows: “Him” appears with weak stress.On the other hand, it is assimilated by give so that the pronunciation of these two words changes.But in the second sentence, “going to ”and “do” also appear with the form of weak stress.These changes of pronunciation caused the difficulties for the listener.Sentence stress is the relative strength or key point of words on pronouncing among sentence.When people speak, not every word is stressed.All in all, notional words are stressed, but functional words appear with weak stress unless the speaker intended for being emphasized.Good understanding function of sentences can help learners understand implied meaning of sentences in the process of listening comprehension.The following dialogue will serve to illustrate the point:(Man)Is anyone coming to class today?(woman)Relax.It is „barely „two.Question: What does the woman mean?
a.Only two people came to class so far.b.The man should take a nap.c.It is not very late.d.The teacher is too strict.The correct answer is c.The lady emphasizes “barely” and “two” in the dialogue.But some students think that he emphasize the reached number.In fact, the woman wants to express this meaning that it is too early to worry about the students‟ present situation.3.2 Vocabulary problem English has a wide vocabulary and it is a very flexible language.Size of English vocabulary, the proficiency of grasping and phenomenon of polysemy and homonym bring about a certain difficulties for students' listening comprehension.During the process of listening comprehension, listener should not only do the exercises of sound recognition, but also learn more vocabularies.As(Li Guanyi,2008:2-3)put forward that “Some English words have a common root but are used in very different senses.Consider human and humane, for example.Their origin is the same and their meanings are related, but their usage is distinct.A human action is not the same thing as a humane action.We cannot speak of a Declaration of Humane Rights —There is a weapon called a humane killer, but it is not a human killer.” For example, the following two sentences: a:She was fast asleep.b: She ran fast.“Fast” has different meanings in the different contexts.However, students usually make a wrong conclusion according to familiar words which they master.Sometimes using different words can express the different meaning.For example, “Dianti”, British use “lift”, but American use “elevator”;“Ren Xingdao”, British use “pavement”, But American use “sidewalk”.Besides, for instance, first floor, it represents the second floor in Britain, but in American it represents the first floor.3.3 The lack of grammar knowledge Some students have not solid grammar skills and idioms in listening so that they misunderstand the original meaning of sentence with fuzzy concept or misunderstanding grammatical structure of sentences.As the following examples: “It is unnecessary for you to go there.” In this sentence, if students do not know that unnecessary is antonyms of necessary, they will misunderstand this sentence, even the opposition to the meaning.So grammar can help students catch the implication of the vocal sounds, and understand them well, and it is also the essential condition of a whole passage comprehension.3.4.Inadequate background knowledge
Language is the medium of culture, and special culture produces different characteristics of the language background.In China, English is a foreign language(EFL), not a second language(ESL).Both students and teachers are doing their jobs under their condition which quit different from that such as in the US.Even most of articles on English listening textbooks were written by European or American.If students do know the social system, customs, way of thinking and values and so on about western countries, they will be difficult to understand the materials while listening.Consider an ignorant of foreigners for Chinese culture at all, for example.When he or she hears of moon cakes, dumplings, and couplets among Chinese traditional culture, we can hardly ask him or her to have a correct understanding for these.For example, the implication of Chunjie and Dizhu cannot be represented by the Spring Festival Landlord completely.Plum, orchid, bamboo and chrysanthemum is to Chinese what cowboy is to American.The core of culture is the spirit, including social system, customs, way of thinking and values and so on.China and the western countries including Britain and America, due to the difference of the geographical location, the existing social system, cultural formation and developing process, there are fundamental differences in this aspect.The different values construct different styles of communication and language behavior patterns between the East and West.3.5 Psychological problem
The process of listening comprehension is a very complicated psychological one.So it is very important of students to have a good state while listening.But linguists tell us that it is easy for one to produce frightens when he is at his nervousness.If students meet some words or sentences they do not understand by chance, they will have the fidgets, even some students are afraid of listening at the very beginning.It has designed a variety of obstacles about the important information, and lowered the degree of listening comprehension.On the other hand, the loudness and the articulating of the sounds, the noise made by inside or outside factors, etc, 6
may become barriers affecting the students‟ listening well.(ZhangQi,1996.10:1)put forward that “Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings, and it is an analysis of the language signal perception.The process of the language perception is an activity of the short-time memorization.”
How do the students overcome psychological factors? Firstly, teachers should attempt to organize their classes in English, what‟s the most important point, students can concentrate on their attention while listening.Secondly, using the first five minutes efficiently before the class, or the revision time, ask students to listen to the radios in English.Never be afraid of it.Psychological quality is quite important to do everything, so does listening comprehension.3.6 Inappropriate listening habits The main purpose of listening is to understand the general idea of the material.During the listening process, students should try their best to catch the main contents which the key point.For instance, some students cannot directly understand materials in English, but with the help Chinese, experienced the process of a heart translation.Besides, students usually do their utmost to get the meaning of each word, each sentences.Once they meet a new word or a difficult sentence, they will stop to think so that they cannot catch up with the speed any more.In fact, it is unnecessary to understand every word, every sentence, only should catch the main idea, that‟ enough.Therefore, it is necessary for teacher to point out the bad habits and then help the student from good habits.4.Strategies for helping students solve listening problem 4.1 To explore efficient method of listening teaching Teaching methods are an important part of improving the level of students‟ English listening.Students need to be instructed by teachers in the class.Then teachers should motivate students‟ activeness and stimulate students‟ enthusiasm for listening English.Meantime students should study pronouncing rules, listening skills and background of relative culture, etc.There are five ways in listening activities for teachers: choosing the appropriate materials, creating a harmonious atmosphere of teaching, paying attention to teaching art, variety of classroom activities, organizing extra-curricular activities, which will discuss in detail as follow: 4.1.1 Choosing the appropriate materials Before having the class, teachers must choose and analysis the materials.(Jeremy Harmer,2000:100)put forward that “Teachers need to listen the tape all the way through.That way, they will be prepared for any problems, noises, accents etc.That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” By doing so, the teacher will know the length of the materials, the difficult points and the focus of the materials, so the teacher can decide in advance how to go with the teaching in class.4.1.2 Creating a harmonious atmosphere of teaching One kind of democratic, harmonious, loose classroom atmosphere let the students be at one kind of best study state.In the classroom a teacher's look or smile can bring certain influence to the student.Teacher is teaching with English.The teacher must use some body language according to the text content for letting students understand.Teachers should let students Participate in actively and initiatively to build up confidence.4.1.3 Paying attention to teaching art Another way is that the teacher can use some simple tools to stimulate students‟ interest for listening.First of all, it is crucial point that students‟ need must be met many tools which teachers use, including colored chalks on the blackboard, multimedia classroom and so on.These tools can create a vivid situation of English learning, and Stimulate and the cultivate students' interest for English learning.Taking advantage of multimedia technologies can make remote and strange environment convert colorful teaching situation so that students can get better comprehending and make students do their best to avoid the disturbances of mother tongue.Then the teacher should let the students speak English with beautiful pictures and melodious music.In a word, letting the student learn English in a state of happy is very
important.4.1.4 Making a variety of classroom activities Teenagers‟ hyperactivity and naughty is a normal psychological phenomenon.In English class, the teacher should grab the students‟ individuality to urge them to learn.In particular, it is very
important that the teacher organize class activities.(Wangqiang,2002:90)put forward that “This type of activity works very well as an information gap activity between pairs of students.” For example, one student draws a simple picture and then tells his or her partner how to draw it in English.Neither partner can look at each other‟s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.4.1.5 Organizing extra-curricular activities Listening is not only trained in the class.The teacher should let students get out of classroom to contact outside environment instead of staying inside.So the extra-curricular activities are important mean of teaching, and it is good for increasing knowledge and opening horizons.Extracurricular activities organized purposeful can make students learn lively independently, and can also stimulate students‟ enthusiasm for learning.4.1.6 Setting the scene Another type of activity is to set the scene for the students.For example: picture, video, TV etc.Listening to passages in the classroom can be more difficult than listening in real life due to the lack of context.So the teacher can help provide the background information to activate learners‟ schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.4.2 To strengthen students’ phonology Teachers should strengthen students‟ basic training of phonology.On the other hand, students should study to distinguish vowels and consonants within words, to identify stress, weak stress and tone.And teachers should let students more contact with listening exercises of phonology and tone to eliminate the obstacles for phonology.All Ears made by Zhejiang Education Press is valuable training material
for listening.4.3 To combine the four skills 4.3.1 Combination of intensive listening and extensive listening Intensive listening and extensive listening are indispensible in the listening training.Intensive listening is to let students listen some materials again and again until students understand completely.For instance, the student takes measures to listen each sentence among the college entrance examination English listening in these years.Then they check and correct errors.Or the student can repeat material contents after listening, and answer relative questions in order to let teachers know the students‟ degree of mastering for materials.The purpose of extensive listening is to catch main idea, to listen different tones, to develop good sensitivity and clear and fluent speed of language and to enlarge knowledge.The teacher must cope with their relation between these.To sum up, extensive listening is the basis of intensive listening, and intensive listening is the deepening of extensive listening.What's more, using extensive listening drives intensive listening.4.3.2 Combination of listening and speaking.Listening and speaking are indispensible.The student must listen to understand in order to say.Only do students understand, they can say after that.Therefore, The teacher should organize actively students to use every chance to say English, and to use English to show themselves.However, the student should make full use of English Corner to exercise their oral English.Different tones in oral English can express different emotion, attitudes and meanings.Only do students more exercise, they can grasp that different tones show different feelings in the context.Furthermore, more exercises on oral English can make students better distinguish different tones which express different meanings.To conclude, speaking can improve listening, and listening can drive speaking.4.3.3 Combination of listening and reading Reading can develop the language sensitivity and the flow of speech while listening.The combination of listening and reading can make tong, structure and meaning get together, and reduce errors of judging.For teachers, they should let
student develop good habits of reading half hour each day while listening.All in all, whatever the materials of listening and reading are texts or passages, the student start with recording with words, then they can read with recording without words.At last, the student can be read synchronously with sensitivity and reading.4.3.4 Combination of listening and writing.The exercises of listening and writing are very important for improving the level of listening.Listening and writing are the process of brain labor that need needs the high attention of concentration with limited time and stimulates actively students‟ whole language knowledge.In the process of listening and writing, the student only understand directly and memorize, which can make the whole contents write down completely while listening.When a student can better take down contents which he or she listen, he or she will understand the content, hat‟s not a question.4.4 To enhance cultural knowledge of English language In communicative habits, a nation's cultural characteristics in language reflects mainly sentences with words and tone of Voice, therefore, must be considered the cultural factors in the language.Due to students' growth in rural area, so their knowledge of English culture is relatively scarce with information block.In view of this, the teacher must instruct consciously students know politics, geography, history, social system and so on.4.5 To develop the independent awareness of studying about rural students.The success of English teaching in college relies on students‟ independent awareness of studying.And the differences of student's individuality also require students to promote corresponding training in listening, speaking, reading, writing according to their specific conditions.Therefore, the independent training can help students' listening comprehension improve.Nevertheless, how should students do in junior middle school? Specifically speaking, teachers‟ duty is very important.As people, playing is children‟ nature, they are very active, especially junior middle school.They are hard to calm down if teachers do not stop them properly.So teachers should make reasonable plans in order to meet students‟ taste, and help them carry out plans.Gradually the student will form good habit after class.4.6 To improve teaching facilities of English in rural area It is true that listening teaching has taken place changes fundamentally for modern multimedia languages which make computer, VCR, recorder, projector, network and teaching software of listening, etc.put together and make images, audio, video, storage and transmission integrate.With the development of modern educational technologies, multimedia computer as the core of the foreign language teaching has become the developing direction of foreign language teaching reform.Therefore, national education sector and rural secondary school should change with the times, and attach importance to the English teaching of rural junior school.At the same time, they also increase investment in rural country, and improve teaching facilities, and recruit excellent teachers.4.7 Other strategies 4.7.1 Expanding scope of reading.Now listening is related to reading.The more students read, the higher rates of lexical reiteration become.Moreover, the student can avoid the process of a heart translation to digest directly material contents of listening.Generally speaking, if a student has few scope of reading, his or her speed of reading will be low.So their sped of listening is not fast, and their understanding is not deep.For teachers, they must make a point of reading training to improve speed of reading.Even they should guide students to avoid deliberating one by one word.It is proper that students can only catch main idea and grasp important details within limited time.The improvement of reading speed can promote acceleration of thinking tempo.In this circumstance, the student can keep up with speed of listening.4.7.2 Mastering skills Using listening exercises improves skills of listening and changeable abilities which is an effective way for English listening.At the beginning stage of listening training, the student can take notes.For instance, they should put down name, place, time, Age and so on in the materials.The objective of doing this is to regard these information gotten down as references.On the basis of this, students then use their
brain to memorize.Now students must pay attention to the training of micro-skills on listening, and catch the beginning and ending of articles to make their every effort to grasp theme and key sentence.At last, students should browse options on questions, and then predict the content and genre in the listening materials.For some implied problems, the student must make the most of their imagination and experience to understand, guess, promote, and notice the background knowledge and usage of English.If necessary, the student can use PaiChuFa to eliminate impossible answer.5.Conclusion In the final analysis, on one hand, we all know some problems which exist in the English listening are phonetics, stress , weak stress, etc.On the other hand, we also put forward some solutions to deal with these problems.Just as teachers change their practice activity they gain new insights about the learning potentials of their students.(Zhang Jianzhong,1999:290-297), “These success have encouraged teachers to preserve in their effort to design learning experiences that provide multiple entry and exit points for their students.” In fact, teachers did not teach the phonetics and phonology in the junior middle school.Main practice on listening is about the textbook which has a small part for training listening.But the listening teaching is limited, It must add some activities.In the listening activities, according to the certain purpose, it can choose different skills: scientific training on listening, harmonious atmosphere in the class, paying attention to teaching art, making a variety of classroom activities, organizing extra-curricular activities and so on.These types of activities can be designed into games, which are popular for student.Above all, we make a point of teachers‟ role.More importantly, we also cannot ignore students‟ importance.In most cases, students should even take the initiative to exercise listening.For instance, students should master skills, including cultural knowledge of English language, developing abilities of reading and writing, etc.Besides there‟s no exception that the government should make a point of education concerning rural country, for the government must provide substantial financial support and teaching equipment.In short, teachers play a important role of supervision, students play a
dominant role, and the government play a role of adjuvant in the junior middle school in the countryside for the improvement of listening level.If we excellently cope with the relationships between students‟ role, teachers‟ role and the government, we will not worry about improving the level of English listening.If they can perform their duties, the improvement of listening will not prove to be a problem in the junior middle school in the countryside.Bibliography
[1].Jeremy Harmer.How to teach English〔M〕.北京:外语教学与研究出版社,2000.6:100 [2].Ren Xiaoping.Listening Barriers Among Chinese Students and Training Tactics〔J〕.延安教育学院学报,2001:1-2 [3].Zhang Qi.Psychological analysis in listening teaching and radio programs teaching〔J〕.云南教育学院报,1996.10:1 [4].戴炜冻 A New Concise Course on Linguistics for Students of English〔Z〕.上海:上海外语教
[5].李观仪 新编英语教程〔Z〕.上海:上海外语教育出版社2008.8 [6].王蔷 A course in English language teaching〔Z〕上海:高等教育出版社,2002.5:90 [7].章兼中 外语教育学〔Z〕.浙江.浙江教育出版社,1999.15
第四篇:初中英语听力问题及解决(定稿)
初中英语听力问题及解决
听力作为一项重要的语言交际技能在英语教学中占据着越来越重要的位置.但在我们的英语教学中它又是让我们头疼的问题。随着英语新教材的启用,加强学生的听力训练,提高学生听力理解水平,已经受到广大英语教师的高度重视。但从学校调查统计的结果来看,将近50%的学生认为目前英语学习中最感困难、最为头疼的就是听力理解。现在,把我在平常所做的一点成功的做法与大家分享.。
1.激发学生听的兴趣
一要营造氛围激发兴趣。在课堂教学中教师要尽可能的多用英语来组织教学,尽可能的做到不用或是少用汉语来组织教学。同时,要组织学生利用课内外的一切机会来说英语。比方说,在授新课时,坚持先让学生听教师发音,再让他们模仿练习;然后听课文录音,并根据所听内容简要回答问题;最后再打开课本,教师与学生一起研读课文,通过这种方式培养学生仔细听的习惯。在课余时间,多鼓励学生多进行英语进行交谈,这样既可以锻炼学生的口语,也很好的锻炼了学生的听力。
二要借用媒介提高兴趣。研究表明,学生在听录音时,有时候听起来比较费力。如果此时,借助多媒体将教学信息通过图像、声音、图表、文字等直观形象,生动地作用于学生的感觉器官,促使学生产生我要听的兴趣。因此,教师可以借助多媒体的录像、幻灯、投影、简笔画、图表等功能,帮助学生加深对听力材料的理解。
三要创设情景巩固兴趣。情景教学是在教学过程中使知识与情感交流畅通无阻,直接提高学生积极健康的情绪体验的教学方法。它可以巩固学生的学习兴趣,直接提高学生对学习的积极性。比如,在新教材学习中,教师可以让学生在教师设置的情景下,进行对话练习,在练习时要求所有人都用英语。这样就倒逼学生将注意力集中在听上了,学生为了在同学们面前表现自己的能力,在课下也会进行积极的练习,这就在无形中提高了听力能力。
2.掌握听力解题技巧
学生往往有这样一种感觉,听力内容不难但做起题目来没把握。问题就出在听力解题技巧不够或平时没有养成良好的听的习惯。如何提高学生这方面的能力?
第一,要学会听前从题目中了解相关信息。教会学生听前快速浏览习题,捕捉一切可以从题面上得到的消息。
第二,要突出重点全面把握。要学会抓住重点词语和要点,要注重句子和短文的整体内容,从整体上把握听的内容。第三,要重点作好记录。记录时要有重点、有技巧,如数词用阿拉伯数字记录、地点人名用代号、长词用缩写、长句抓住主要成分。
3.听说结合。听与说是不可分割的整体。为了说得出,必须听得懂,只有听懂了,才能接着说。因此,教师要主动,积极地组织学生利用课内外一切机会说英语,用英语来表达自己。要充分利用“英语角”,接 触英美藉人士等机会来操练口语。
4.听读结合。对文字材料边听边读有助于增强语感,辨别语流。听读结合能使词句的音、形、意在记 忆中迅速统一起来,减少判断误差。要让学生养成每天半小时边听边朗读英语磁带的习惯。听读的材料可以是 课文或与课文难度相仿的段落。开始时可以看着文字材料跟着录音读,然后不看文字材料跟着录音读,最后凭 语感独立与录音同步朗读。
第五篇:浅析农村英语听力教学
浅析农村英语听力教学
学情分析
教材分析
一、(一)农村初中英语学情分析
学生方面
多数学生来农村,受农村教学条件、师资、管理的影响生源素质低,学生在小学阶段基本尚失学习兴趣,基本没有良好学习习惯,基本没有学习自觉性和能力。对多数农村学生来讲,学习英语不是为了用它交谈,写作,只简单的应付毕业考试,有的学了几年连英文字母多少个都不知道.由于缺乏和新教材配套的多媒体教学仪器和手段,大多教师都凭一个录音机和一块小黑板授课,难以突出教材主题,创造语言环境,更无法调动学生学习积极性, 在这种学情下及格都成了问题,厌学倾向十分严重,学生英语学习成绩差,英语听力成绩更差。
在英语听力方面,学生们害怕听力,辨不清单词,思维跟不上录音语速,不会猜词和预测,英语听力很受地方语言的影响,经常听不出近似的单词,口音的辨别能力几乎没有。
对于篇章和主要内容的理解很模糊,不能做出正确的判断和推理。偶尔也只能听懂少数几个单词。但关键信息和词语也抓不住。一听英语或是做听力题就紧张或是惶恐。平时练习听力的时候就依赖文字,看着脚本才听得下去,没有做笔记的习惯,很少有英语听力策略或者技巧。学生的听力实践往往比较缺乏,通常只在英语课堂上进行,学生并不面对说话人,通常也不参与对话,只是听,即使有一些口语方面的输出,但
2010-8-15
与真实交流相比,在很大程度上仍然是单项的理解程度,是通过做习题或教师提问来检查的。
教师方面:
农村中学英语专职教师缺乏,英语教学理论知识薄弱,英语能力和水平有限,英语教学内容和教法单一陈旧。由于大多数农村中学缺乏现代电教设备,在听力教学中,英语老师只靠一部录音机,采用“放录音—听录音—对答案”的形式,播放教材所配磁带。除此以外就没有其他听力材料。跟不用说实用语音室,多媒体和利用网络资源。
教材方面:
不太适应农村学校的教学实际。人教社出版的英语新教材“Go For It”在城市学校使用可能是一部很不错的教材,但对于大多数小学未开英语课的农村学校来说还是难度太大。语言能力较低的学生遇上高起点、高难度的教材,不利于农村英语学生英语学习目标的的达成,英语能力的形成和提高。
二、农村中学学生听力普遍差的原因
学生自身素质不高:
1.学生对英语学习和英语听力的重视不够:
相对城市中小学生,农村学生在教育资源上相对缺乏,这种缺乏不仅表现在教育硬件上的缺乏,也表现在教育 “软件”上的缺乏。
很多农村家长自身素质不高,对对子女的教育和学习不够重视,往往不能很好地配合学校和老师对学生进行教育,更不用说占很大比例的农村留守儿童。很多农村学生认为学英语没有很大用处。农村儿童相对于城市儿童学习意愿不高,对于相比其他科目需要更多投入的英语来说更是如此。学生们连母语都不愿意学,更别提要把英语学好.尤其是听力知识。
1.发音不准,语音的辨别能力低。要想听懂一般语言材料,尽多地听懂其中每一个词是至关重要的。然而部分学 生对英语标准发音掌握不好,或者他们自身的英语发音与标准发音差距甚大。平时由于听的少,训练的也少,对听力材料中一些常见的连读、失爆、同化、弱读、升降调等语音、语调感到无所适从。在听的过程中,2010-8-15
往往分辨不出听 到的是哪个词或者分不清词与词的界线。有时即使听到了已经学过的词时,也会误听,混淆,作出错误判断,理解困难。
2.语流的连贯能力弱。有时候学生对平时能正确发音的单词在句中听到时也不能正确分辨,从而影响 对全局的理解。这是因为学生缺乏一种连贯的语流。词在句中朗读时的弱读、重读、连读、语气的变化、语调 的升降都会导致在连贯语流中语音的发音变化。学生若缺乏连贯的语流能力,那么在听时就会对全句的意思产生误解。
3.词义的语境判断差。大多数单词在字典上有多种释义,而不同的词义取决于该词的不同语境。对一 个词的确切词义判断应根据上下文来决定。而学生往往只根据自己所熟悉的词义判断。
4.猜字的技能技巧低。在听力中,学生难免会听到陌生的词,他们不可能有足够的时间去推敲,而只能根据上下文内容去进行联想猜测。
5.口音的辨析能力差。在听力中,常会听到不同国家、地域、年龄、职业的人说英语。英国音与美国 音在发音上的较大不同会使学生无法较好地进行分辨。因此一些极普通的常用词在学生听起来就成了陌生的不熟悉的词,结果影响了对全篇听力材料的理解。
6.母语和方言负迁移。学生学习英语发音的时候很容易受方言的影响,把方言强调带入英语发音中去,比如在宁远方言中:/l/ 和/n/就不分,所以light 和night学生也是区分不出来的。而更多的问题是学生学习英语发音的时候,会出现母语负迁移,用汉语拼音或是汉字去注解帮助学习英语发音,如 “English”(应给利息)。而在听英语的时候又会逐字逐句的在脑海里把英语翻译成汉语,这样就影响了听力反应速度。
7.主要内容抓不住。只要听懂中心内容,就能理解领会全文。但部分学生不善于在听时抓主要内容。不能通过对各个局部的理解快速找到上下文间的联系。8.重要细节捕不牢。听力不仅要求学生听懂材料的主要内容和中心思想,而且要求学生听懂能说明主 题的重要细节。对于那些影响整篇材料的重要细节更必须弄清楚,因为它们有助于对整篇材料的理解。例如:人物、时间、地点、事件、数字等。学生在听的过程中往往忽视对以上重要细节的记忆与分辨。9.没有形成好的习惯。如在听的时候做笔记。
10.语法、习语不扎实。部分学生没有扎实的语法功底与习语积累,所以在听时或概念模糊或错误理解句子的语法结构而误解句子的实意。
11.背景知识太狭窄。听力材料内容广泛,涉及天文、地理、人物、历史、科
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技、文艺、教育、医学、体育等诸多领域。由于学生知识面太狭窄,缺乏对英语国家的风土人情、历史背景、文化差异的了解,所以听力理解的难度就很大。11.心理因素影响
在进行英语听力的时候,有时候因为个别词或是几个词听不出来,学生就会很紧张、焦虑,因而影响整个听力任务的完成。一
1.2来自农村教师的影响
当前我国农村中学英语专职教师极缺,很多教师原来是教其它科目的,但由于缺乏英语教师,他们又不得不被迫“改行”。即使拥有英语专科或本科文凭的教师,大部分也只不过是通过函授获得的。英语教师除了读课文及一些常用的课堂教学用语之外,甚至很少用英语上课。据调查,目前全国中小学还聘用了几十万代课教师,这其中就包括很大一部分农村中学英语代课教师。可以说,在整体上,我国农村中学英语教师还远远没有达到
教师专业化的要求,从而导致他们在教学中存在很多问题,就影响听力方面而言,主要体现在:
1.教师除了读课文及一些常用的课堂教学用语之外,甚至很少用英语上课。因为在英语课堂上,学生听不懂就会要求老师用中文解释,这些老师考虑到学生听不懂,也慢慢地放弃用英语讲课。而教师一旦放弃用英语教英语,学生接触英语语言环境的机会就更少。这就要求我们教师平时上课时也应尽量用地道的英语来授课,以便让学生在获得知识的同时,提高听力水平。
1.语音、语调水平低。一些教师语音不准,发音部位都弄不准,因而读单词时含糊不清,弄得学生难以辨别;在读句子时,由于没有很好地把握同化、合成、弱化、连读、重音、爆破等发音方法,更是显得平乏、呆板、不连贯。结果很容易导致学生语感差,难以听懂真正纯正地道的英语。
2.强调“应试教育”,对英语听力缺乏重视。教师对听力课缺乏重视。许多教师在中学英语教学中没必要把听力课独立出来,因此,听力课的存在还是一个问题。而且上听力课也觉得不需备课,只要事先把材料听一下,答案做好就行。
一些教师为了在全乡或全县举行的期中、期末统一考试中取得好成绩,他们只注重英语语法的教学,要求学生多做相关练习,加强学生对单词的“死记硬背”。这种所谓的“哑巴”式英语教育教学模式,很容易造成教师忽视对学生英语综合2010-8-15
素质的培养;造成教师把听力视为可有可无的东西,从而使学生的听力训练缺乏针对性、长期性、全面性。
3.缺乏对学生进行英语阅读指导。在当前党和国家大力倡导为农民“减负”,为学生“减负”的形势下,学校几乎没有为学生订购一些专门用来扩大阅读范围和提高阅读速度的书籍,教师也没有有意识地、有针对性地指导学生如何进行阅读,如何提高英语阅读速度。这使农村中学生的英语阅读量和阅读范围以及阅读速度受到了很大的限制。
4.缺乏对学生进行听力技巧的指导。众所周知,由于我国以前的教育教学质量以及教学设备都相对较差。因此,大多数的中学农村英语教师在他们自己读书期间,就很少甚至没有进行过专门的英语听力训练,也就没有就如何提高英语听力水平有着很深的切身体验,除了向学生介绍一些最基本的方法外,也就无法更进一步指导学生提高英语听力能力。
5.由于很多教师理论知识薄弱,缺乏现代教育学、心理学、教育技术学、语言学、英语教学法等方面的知识,因而也就无法使他们自己为改善英语听力教学寻找到充分的理论支撑,有时还会采用错误的教学策略。面对这种状况,省市经常会对城市中学的老师进行各种各样的培训,以便更好的提高他们的业务能力。而这些培训由于种种原因大部分的乡村中学老师得不到培训和提高。农村教师教学内容和教学方法单一。由于农村中学缺乏英语教学的电教设备,农村教师用的听力内容多为磁带,很少有甚至几乎不用与视听说相结合的材料,如原版电影,用于教学的VCD或英语歌曲等。教师常采用“放录音—听录音—对答案”三步曲。这种听力练习的形式,使教师成了播放录音机的机器,无所作为,而学生的主体作用得不到发挥。在这样的听力课堂中,学生根本没兴趣可言,打哈欠,睡成一片,或无所适从的情况常出现。上听力课时,教师考虑学生听力较差就让学生边听边看本文。听就是听,但在听的时候看文字材料,学生一旦形成习惯就得文字的依赖性很大,听力能力难以提高。这样一来,实际是以读代听。这种边听边读,其实是听的能力被削弱了。这样对培养听的技能只能起阻碍作用。英国教学法专
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家比落斯曾说道:“如果一个教师想要系统的训练自己学生的听力,那么他在朗读时就不应该允许学生把视觉作为听觉竞争的认识事物的信息源。”
1.3农村学校的教学设施困乏
很多农村学校英语教学设备还仅仅只有录音机,更别说多媒体教学仪器和语音室了。有的地方还是几个老师共用一台录音机的。教室里的插座也经常出现问题,又不能及时维修.就连仅有的一台破旧的录音机也是很少能及时派上用场,严重影响听力教学。
二、农村初中学生英语听力薄弱的原因
影响听力障碍原因分析
一、困难因素 学生方面 教师方面
外部条件:学校英语电教设备落后甚至缺乏
1、学生本身素质不高—乡村学生生源智力开发不及城市学生
2、语言基础知识不高—音标,词汇,语法掌握不好影响听力
3、母语干扰---第一语言可以帮助学习第二语言但是也有干扰作用
5、心里因素—觉得英语无用或无足轻重,不愿意努力学习,紧张、6、综合理解障碍
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4、文化差异----背景知识
二、提高听力理解策略
1、认真教好音标,严格把好音标关
2、加强语法训练,引导及帮助学生扩大词汇量
3、重视培养学生听力理解及技巧和良好的习惯①拖读②预测③做好记号④学会放弃⑤关键词
4、重视日常教学的听力训练
5、做好听后纠正工作
6、重视扩大学生的知识面
7、注意学生良好习惯心里素质培养
三、积极有效的培养听力的几点方法
1、重视常规教学,强化语言基础训练
2、及时强化训练,提高听力能力
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