听力策略在初中英语听力教学中的应用

第一篇：听力策略在初中英语听力教学中的应用

听力策略在初中英语听力教学中的应用

[摘 要] 在初中阶段，英语是一门十分重要的学科，它能有效提高学生的综合能力。以听的方式能帮助学生获取外界的相关信息，因此也可以说，听是学好英语的基础条件之一。但是从实际上来看，英语听力也是学生在学习英语过程中最难的一个环节，因此就必须要提高学生的英语听力能力。基于此针对提高初中生英语听力能力的措施进行了简要阐述，仅供参考。

[关键词] 听力策略 英语听力教学 应用分析

[中图分类号] G633.41 [文献标识码] A [文章编号] 1674 6058（2015）34 0037

现如今，随着国际之间的交流越发密切，对于一些非英语语种的国家来说，要想实现高效的沟通与交流，就必须建立在听懂对方话语的基础上。所以可以看出，在英语教学中，听力是十分重要的。

一、教师要注重引发学生的学习兴趣

常言说兴趣是最好的老师，因此对于初中阶段的学生来说，由于刚刚处于一个全新的学习环境，在接触英语时常常会产生出一定的好奇心。所以教师就要积极利用学生这一阶段的好奇心，最大限度地为学生创造出一个适宜学习的环境条件。尤其是学生能在听完问题后并完整地回答出来时，教师要及时进行鼓励与赞扬。在学生的答案存在问题时，教师也不能盲目地打断学生，在学生表述完成后，与学生一起分析存在错误的地方。然后再引导学生掌握正确的学习思路，这样就能在让学生学会英语时保持学习上的积极性。其次教师可以在每一堂课中预留出一定的时间，来与学生进行交流，同时还可以给学生介绍一些与听力相关的材料等。这样不仅可以让学生对英语产生好奇心，还能产生听力的兴趣，并能正确理解教师所讲述的内容。如教师对学生进行多样化的听力方式，让学生听取一些词汇与故事类的录音。或是可以在教学中，让学生进行回答问题，比一比谁的反应速度快，以此来激发学生的听力兴趣，提高学习听力知识的积极性，提高听力的效果。

二、帮助学生掌握英语的文化背景，提升听力知识的相关经验

在初中英语教学中，不仅要让学生掌握一定的英语知识，更重要的是要让学生明确相关的英语文化背景。这主要是由于文化对于语音有着极其重要的影响。因此初中生在学习英语的过程中，要注重掌握一定的英语文化背景。如学生在学习感恩节等内容时，教师要详细地为学生讲述相关的历史背景。另外在进行听力教学的过程中，教师要格外注重激活与学生听力内容有关系的知识经验。

三、教师要为学生创造出适宜的环境条件

在初中英语听力教学中，教师要注重在课堂中尽可能使用英语来开展教学互动，这样就能让学生在这种与英语相关的特定环境下更好地理解英语，从而掌握一定的英语能力，同时这一教学环境也是学生能接受练习英语听力的机会。教师要想采用英语教学模式，首先要做的就是要提高自身的综合素质，这样才能在备课的过程中真正做到有的放矢。同时在备课的过程中，教师不仅要备学生与教材的教学方法，还要充分考虑到在课堂中所使用的用语。另外教师还要根据学生对英语掌握的实际情况与教学任务的要求，让学生能在有限的时间里尽可能多地听英语，从自身的感官出发，来感受英语听力的魅力。在学生学习新内容过程中，教师可以先让学生了解一下所要讲述的内容中涉及的背景与情节，然后在让学生详细了解文章内容，这样让学生养成仔细听讲的习惯。而当教师在训练学生听力的过程中，也要尽可能为学生提供一些与学习内容相关的直观形象，这样就能让英语听力的背景更加具有情景化与交际化，同时还能提高学生的思维能力，免于受到母语的影响。

四、帮助学生掌握一定的听力理解能力

在初中英语听力教学中，要想提高学生的英语听力技巧与水平，必须让学生分辨出声音的符号与节奏等，同时让学生在原有的基础上，进行详细的分析与重构信息，这样才会真正理解语言所代表的意义。所以说，学生理解英语听力的过程是语言学因素与心理学因素融合的过程，同时也是一个主动与积极的心理语言过程。因此在实际教学中，教师要注意让学生在课堂中保持一个良好的精神与心理，在听力的过程中要集中精神，明确听力中的内容，这样才能在选择最终答案的过程中做到有条不紊。其次是要学会怎样去掉不必要的干扰因素，找准听力中的要点，提高训练量。再次要具备对特定信息的掌握能力，这样才能找准听力材料中的关键词。最后要能够熟练掌握好听力中的题型，并具备一定的解题技巧。

五、所制定的教学内容要符合学生的实际情况

教师在开展听力教学的过程中，要先了解好教材，这样才能针对教材中的实际内容来设计好教学目标，从而组织好教学内容。由于学生的实际水平是参差不齐的，因此教师在选择听力材料时，要选择适合学生的材料，真正做到因材施教，这样才能提高每一个学生的听力能力。

提升学生的英语听力能力并不是一朝一夕之间就能实现的事，因此教师要及时更新自身的教学观念，认识到听力教学在英语教学中的重要性，精心结合学生的实际情况与教材中的教学内容，切实提高学生的听力水平，促进学生的综合发展。

（责任编辑 李 璐）

第二篇：交互式听力教学在初中英语听力教学中的应用

文/候玲玲

【摘 要】交互理论强调教学过程中的师生，生生交流；认为学生不是知识的被动接收者而应该是主动构造者。交互理论下的交互式听力教学强调互动在听力课堂上的重要性，鼓励教师将听说融入听力课堂，从而更好地促进学生的交际能力。【关键词】交互理论；交互式听力教学；初中英语听力教学

一、传统的初中英语听力课堂

通常情况下，英语听力教学分为三个阶段：听前阶段、听中阶段、听后阶段。然而，传统的初中英语听力课堂中没有明显的听力阶段。首先，听力活动开始前，教师通常解释一些重要的语法点，然后就放听力录音，很少有教师提供一些和听力材料相关的背景知识或者设计一些相关的热身活动。其次，在听力过程中，教师很少根据听力材料的长度和难易程度暂停录音。很多学生由于听力时间过长或者听力材料过难而放弃继续听录音。再次，听力录音结束后，教师会给学生一些时间完成练习，然后核对答案。最后，教师会根据学生的练习情况再放一遍听力录音帮助学生确定答案。

二、交互式听力教学及其理论基础 1.交互式听力教学 2.交互模式 3.教师角色

在交互式听力教学中教师会扮演很多角色：设计者，促进者，指导者和研究者。作为设计者，教师要决定教什么以及如何去教，也就是教学内容和教学方法。如今，教材为教师提供了足够的空间去进行调整，因此教师应该根据学生的年龄、认知能力和语言能力设计不同的教学任务。作为促进者，教师应该知道如何将难化简；向学生讲授一些必要的学习策略以提高学生的学习能力；提供相关的背景知识并且要为学生创造和谐、积极的课堂学习环境。由于学生的能力有限，因此教师的指导与引领至关重要。作为指导者，教师要指引学生从一个学习环节顺利过渡到下一个环节；指导学生联系学过的知识并且为学生提供一些提示或者有效的问题帮助学生进行预测。最后，作为研究者，教师首先要是思考者：思考教学任务和教学策略，找到问题，设计教学环节，课堂实践然后进行教学反思。此外，作为研究者教师还应该研究教材、研究学生和学习策略。

三、交互式听力教学对初中英语听力教学的启示 1.变单一的交互为全面的交互

交互主要通过四种模式得以实践，并且这四种模式是交互的不同方面。但是初中英语听力课堂上交互模式过于单一，交互主要通过师生交互和生生交互实践于课堂之中。并且师生交互并不全面，由学生主动发起的交互少之甚少。因此教师和学生应该充分利用不同的交互模式进行听力教学。在听力开始前，教师和学生都要做相应的准备，阅读教材，这也是人和文本的一种交互。与此同时，应该有师生互动来激活学生大脑中的图示；人机互动以吸引学生的注意力，比如教师可以播放一些和听力材料有关的图片、视频等。在听力过程中，教师和学生也应该充分利用多媒体，帮助学生更好地理解听力材料。在听力结束后，教师应该设计相关的小组活动，以达到师生互动和生生互动，给学生机会将听力中的话题、语言点、句子结构真正应用并输出。

2.以学生为中心，改变教师角色

在听力课堂中，教师的角色过于单一，并且控制着整个听力过程以及交互活动。这与以学生为中心的教学理念背道而驰。在学习、交互的过程中学生需要的是一个促进者指引他们解决困难。在听力课堂上教师应该同时是设计者，促进者，指导者和研究者。教师应该是设计者，设计小组活动或者任务，并且教师应该参与到交互活动中成为参与者；教师应该是促进者，帮学生化难为易；教师应该是指导者，成为学生的拐棍。3.创造和谐的交互环境

教师要为学生创造和谐的交互环境。一些学生对英语听力心怀恐惧。在听力过程中他们会感到焦虑，因此没有足够的自信参与到交互活动中。根据这些情况，教师应该采取相应措施帮助学生树立自信，减少负担。首先，要建立健康的师生关系。教师要给予学生足够的机会在课堂上表达自己的观点，对于水平比较差的学生教师不能嘲笑。其次，教师要一视同仁，充分考虑到学生的英语水平和需求来设计相应的交互活动。再次，教师要帮助学生减轻焦虑，对学生的小进步予以鼓励，从而帮助学生树立自信。

四、总结

交互通过交流达到了语言教学的终极目标，听力教学中的交互更是将听与说结合起来，帮助学生将输入转化为输出。交互式听力教学能够提高课堂教学效率，对教学效果有事半功倍的作用。

第三篇：任务型教学法在初中英语听力教学中的应用

任务型教学法在初中英语听力教学中的应用

【摘要】在日常交际中，听占有十分重要的地位。Rost认为，语言习得主要通过获得大量的可理解输入来实现，而听是获得可理解语言输入的最重要的渠道。但是，目前我国的初中英语听力教学仍不尽人意，还存在着许多问题。任务型教学是以具体的任务为学习动机或动力，以完成任务的过程为学习的过程，以展示任务成果的方式来体现教学成就的一种教学方法。

本研究通过课堂观察和教学进一步探讨了任务型教学应用于初中听力教学。基于Willis的任务型教学模式和Underwood的听力教学模式理论，笔者将两者结合并应用于初中听力教学中，建立了任务型听力教学模式，将任务型教学法应用于听力教学中。试图解决现阶段初中英语听力教学中存在的两个主要问题：第一，听力教材中的问题；第二，教学模式单一的问题。针对第一个问题，本研究按照任务型教学法中任务设计的原则，重新整合教材并设计多种真适实可行的学习任务，从而解决教材中部分内容过难学生不易完成、不感兴趣等问题。第二个问题的解决也就是任务型教学法的应用。本研究将任务划分为听前，听中，以及听后三个部分。每一部分按照任务设计的原则安排了多项任务，从而解决了传统听力教学模式单一的问题。

通过任务型教学法在听力教学中的应用，作者希望为初中英语听力教师提供些许参考，最终对英语听力教学产生帮助，从而提高听力课堂的有效性。

【关键词】任务；任务型教学法；英语听力教学

i

CONTENTS

Abstract.....................................................................................................................................i

摘要..............................................................................................................................................ii

I.Introduction.......................................................................................................................1 II.Literature review........................................................................................................1

2.1 The studies of listening comprehension.......................................................1 2.2 The studies of the application of Task-Based Approach to listening...............................................................................................................2

III.The current problems in English listening teaching......................3

3.1 The problems of teaching materials...............................................................4 3.2 The problems of classroom teaching models.................................4

IV.The Application of the Task-Based Approach to the English Listening Class...........................................................................................................5

4.1The Principles for designing tasks in listening...........................................5 4.2 The steps for designing task-based teaching model in listening class.................................................................................................6

V.Conclusion.......................................................................................................................10 References..............................................................................................................................11 Acknowledgments..............................................................................................13

The Application of “Task-Based Approach” to the Listening

Class in Junior High School

Ⅰ.Introduction There are four abilities in the acquisition of language, which are listening, speaking, reading and writing, but listening is the most difficult one among them.Most students are not interested in it, and at the same time, most students always lose confidence in dealing with the listening comprehension questions, because they think that their English is very poor.Therefore, it’s necessary to review the current situation and existing problems of listening comprehension and combine the Task-Based Approach with the English Listening teaching.The Task-Based Approach as a new teaching approach of language appeared in the western world in the 1980s, and it emphasizes “learning by doing”.Compared with traditional teaching methods, the Task-Based Approach can not only motivate the students 'interest, but can also help students to improve their English listening ability in the process of learning English.And then by this approach the students’ learning efficiency and English application ability can be improved through cooperative learning and self-learning.II.Literature review 2.1The studies of listening comprehension Listening is a cognitive activity and language skills, and plays an important role in our daily life and language learning, and at the same time, listening comprehension has increasingly become an important criterion to measure the level of learners’ language study(Long, 1993).But according to our longtime observation and study on the teaching practice, the traditional English listening teaching methods used in china inhibit the students’ listening ability to improve.Listening comprehension research includes five aspects, they are listening materials, speakers, tasks, learners and listening processes(Richards and Platt, 1992).The degree of difficulty about the listening material and listeners’ familiarity;the rate of speech, voice, expression of speakers;the type of listening task;the internal and

1External factors of learners;the processes of listening comprehension also can affect learners to understand the listening materials.Among them, there are some important aspects to affect listening, such as the level of language, memory, emotional factors, and background knowledge of learners.The most important thing is the study of the process of listening comprehension, which is an internal mental process, and the way learners to deal with language inputting and understanding it.The researchers of domestic and abroad reached a consensus in this area and hold that the process of language understanding is a process of language producing, and this process includes three stages, which are perception, resolution and application.At the perception stage, the input language is analysised and synthesised preliminary by the brain.At the resolving stage, the brain produces a series of proposition which is the foundation of listening comprehension.At the application stage, the new semantics proposition activates the existing propositions and knowledge in the brain which can form the updated discourse meaning and knowledge systems.The psychological factors are very important for students to understand the listening materials, and these factors are showed through the attitude of learners, such as their interest, self-confidence, the level of effort and anxiety.Learners’ mental states will affect their learning behavior and learning result directly.Negative mental states, such as anxiety, tension, slack, disgust, fear, and so on, will hinder their learning potential to perform normally.In order to help students overcome the negative sentiment in the listening process, cultivating their learning interest and making them in a good mental state is a good way.Therefore, teachers should analyze the reasons why students have so many negative emotions in their teaching practice, and also teacher should create a relaxed and positive atmosphere for students to learn and activate students' learning interests so that they always put them in a state of excitement.2.2 The studies of the application of Task-Based Approach to listening class The Task-Based Approach appeared in the 1980s.It aims to language teaching

real and classroom socialization.The Task-Based Approach is a task or an activity for a particular purpose(Crookes, 1989).In educational curricula, it is mainly used to collect data for research.In the process of language learning, task is a communication activity, and also a kind of language practice which emphasizes “learning by doing“.The core of the Task-Based Approach is the ”learner-centered“ and ”people-oriented“, and the theoretical basis is the ”constructivist".The task is composed of five parts, which are the teaching aims, inputs, forms of activities, the role of teachers and students, and the environment(Nunan, 1989).The Task-Based Approach emphasizes that learners not only focus on the language, but also focus on the process of language learning, and it emphasizes the interaction and cooperation in the process of learning, and also emphasizes the process and results.Task-Based Approach use the relatively realistic tasks to make students complete the task in group discussion or role-playing and other activities, and then strengthen the interaction between teachers and students, motivate students’ learning interest, mobilize the students' positive emotional factors, and cultivate students’ awareness and cognitive abilities.At the same time, Task-Based approach also inspires the students to share their individual experience since they have to complete their task in groups, and then train them to understand, operate and use language.Extensive, in-depth, and complex language using has been fully reflected through the process of completing a task.Therefore, the Task-Based Approach has its own unique merits from its teaching aims or from its teaching model, because the Task-Based Approach not only has the advantages of traditional teaching methods but also has the advantages of the communicative teaching approach.There are three stages of the Task-Based Approach, which are pre-task, task-cycle and post-task(Willis, 1996).The pre-task is the preparation stage;the task-cycle is the implementation stage, and post-task is the acceptance and improvement stage.And these three stages influence with each other.Ⅲ.The current problems in English listening teaching For the current application of Task-Based Approach, the first task is to find the

problems of the listening teaching, which are two major problems in the teaching of learning comprehension.One is in the materials, the other is in the teaching models.3.1 The problems in teaching materials In the listening teaching of English in junior high school, the most important problem that troubles teachers lies in the listening materials.And there are two main problems in the listening materials.Firstly, the listening materials usually used by teachers are written language rather than spoken English, so it is difficult for English learners to understand.Certainly, one can not deny that there is a lot of spontaneous teacher-talk during class, but it is not enough to improve learners’ English listening ability.Secondly, the contents of the materials often do not match the real life.Many listening comprehension books usually include many long passages rather than dialogue and most of them beyond the learners’ ability.After listening, they have to do some comprehension exercises, usually multiple-choice.This teaching approach provides a certain type of practice, but it is not related to our real life.So the course of the listening comprehension is so boring to students.There is no doubt that the English leaner can not improve their listening ability.3.2 The Problems of Classroom Teaching Model In junior high school, most teachers usually prepare listening materials before starting listening class.They usually use a similar way to teach, they often play the tape several times, if students can not understand or memory the main idea of the listening materials, teachers often repeat the materials again and again.And teachers help students by explaining the difficult sentences.Finally, teachers usually check and correct the answers students have done, this is not a class of listening but a class of testing students’ memory, so most of the students are very tired after class.These methods of teaching not only fail to improve students’ listening ability but also make them lose confidence and interest of listening.This kind of class ignores students’ motivation to learn, and never be able to arouse students’ interest, also depresses the atmosphere and the fillings of students.The most important problem is that students do not have any chance to communicate in natural languages, let alone knowing about

the characteristics about real-life communication.From the method of teaching their teacher using, students don’t get any comments from their teacher, as a result this teaching method is not satisfied by many English learners.Ⅳ.The Application of the Task-Based Approach to the English Listening Class There are many problems about English listening teaching, especially in rural areas.To solve these problems the Task-Based Approach should be applied to the English listening class.This teaching approach is very important and useful to arouse English teachers’ awareness in order to change these old methods and improve the level of teaching.Task-Based Approach claims that effective learning is not in instruction, but experiential.Task-Based Language Teaching is characterized as collaboration, authenticity, focusing on process and students’ participation, and learning by using it, which is just a sign of modern education(Wang Yanghong, 2004:33-50).4.1 The principles for designing tasks in listening If the teachers want to use the Task-Based Approach in English teaching, they must solve the problem about the teaching materials, and this thesis will introduce three principles for designing of listening tasks.4.1.1 The task should be fun One of the advantages of Task-Based Approach is using the interesting communicative activities to stimulate students’ learning enthusiasm.Therefore, in order to improve the students’ English listening ability, teachers usually design a lot of fun tasks for them, which can arouse students’ motivation of learning.Usually, these interesting games are easy to design.For example, many teacher use pictures and let students describe them before listening, also some teacher permit students to communicate freely in class.These activities are very useful for teacher to help students improve their English learning ability.4.1.2 The difficulty level of tasks should be appropriate The difficulty level of tasks should be appropriate.If the difficulty level of the

task is beyond the students’ ability, it will lead to the entire classroom teaching fail, and then dampen the learners’ enthusiasm.Therefore, when teachers design the listening tasks, the difficulty level is very important.There is a lot of factors that can affect the listening difficulty level, but they often fall into three types:（1）The type of language used.The contents of the listening materials should match the real life.Therefore teacher should use the spoken language rather than written language in class.(2)The purpose for listening.Teachers should prepare some questions for students before listening, and ask students to finish them after listening.(3)The context of listening.Many students can’t understand the listening material because of without background knowledge.So teachers should provide enough background information to students.4.1.3 Learning by Doing

Actually, learning by doing is gaining knowledge from practice, which emphasizes to take students as a center.Teachers should guide the students to learn the language by performing a specific task.What’s more, student can achieve and enrich the learning experiences and strategies through designing some special-purpose language activities and completing some specific communicative tasks.Therefore, they can enjoy the joy of success.Students have to master the language used in the classroom communication, although they still have to learn grammar and memorizing vocabulary.If one wants to master the knowledge of the language, he/she should depend on himself, rather than teachers.Long(1933)believe that “ a Task-Based Approach sees the language process as one of learning through doing—it is primarily engaging in meaning that the students’ system is encouraged to develop”.4.2 The steps for designing task-based teaching model in listening class

The traditional model of teaching has affected the validity of the listening class.The nature of the Task-Based Learning is the process of learning by doing, and the students are engaged in natural language learning through experience and expectation.In the process of listening, what teacher needs to do first is to provide opportunities

and designing process.And teachers have to make the process of leaning more effective, in different stages, students can master certain skills of learning by with a specific purpose and working in different sub-tasks.According to the listening teaching model of Underwood’s and Willis’ model of the task-based instruction, the author tries to establish a task-based listening teaching model.Taking “Unit 8, anything else?” as an example(Chinese Ministry of Education, 2002)4.2.1 Pre-listening stage The principal function of tasks and exercises at this stage is to provide orientation to the input topic and to activate learners’ own knowledge and frames of reference(Keith and Helen, 2002:321-328).This target can be achieved through a variety of ways: using pictures, open discussion, reading a text on the same subject, prediction of the content, or doing some language practice, such as identifying related words or a group of pre-listening problems.In addition, teachers may also need to introduce a number of important topics related words and phrases which the leaner don’t know before.The first and foremost, teacher have to come up with an interesting topic which is related to the task.The teachers should know that all the students understand what the task involves and what its goal is.At this stage, Wang(2002)provides students with the following activities to finish.(1)Prediction

Studies show that good learners usually have good prediction.In order to help students become good listeners, the teachers try to help the learners become better predictors.This teaching method can help the students to improve their ability of listening.In order to improve the students’ listening ability, teachers often give students some topics to discuss before start listening, and teachers usually use different activities to encourage students predicting what they will listen to.Many times, the listening materials contain some pictures.Students can usually predict about what they will listen to according to them.(2)Set the Scene

Another type of pre-reading activities for students is to set the scene.It is more

difficult to leaner to listen to in class than in real life.Because in our daily life, we know clearly what we talk and why we talk when we communicate with each other.However, in the classroom, we just passively listen to a lot of listening material and it does not match to real life, so it is difficult for us to understand.Therefore, teacher should provide enough background information to the English learners to activate the schema of the learners, so the students will prepare to understand what they will listen to.For example, teacher provides a picture to students, and asks them to look at it.By doing so, the schema of related scene can be activated, and thus will make the listening task easier.4.2.2 while-listening stage Crookes argues that the while-listening stage is the most difficult for the teacher to control.Because at this stage students can came across many difficulties, for example, they don’t understand what they have listened to, so some student may give up going on listening.However, if the teacher provides students with some background information, students will not lose confidence while listening.Another important thing is that if the teacher provides students with a goal or task it can help the learners to focus on the listening materials.Teacher should design different kinds of tasks for students while they are listening to a passage.A few examples are as follows.(1)Listening for the gist.At this stage, firstly, teachers should make students understand what they should know from the listening material while listening.In our daily life, we have no chance to listen to something several times.Many times, although we can’t catch every single word the speakers said, we can understand them from the gist of what they said.Therefore it is importance for teachers to prepare some questions for students before start listening, and these questions must be related to the listening materials, and then make students understand the gist of the listening materials by these questions.If teacher use this way in listening class, students will cultivate a good habit of how to practice listening, and they will know that they only focus on the gist of listening materials rather than every single word.This not only can arouse their interesting but

also can help them improve their ability of communication in our real life.(2)Taking notes while listening.Because students can’t remember all the information they have heard after listening, teacher should ask them make notes whiling listening, which can help them understand the materials clearly.Certainly, teachers should make students understand how to make notes.For example, if the listening material is about some one, teachers will ask students to focus on some important information as follows: What does he/she do? How old is he/she? What does he/she like? So students can complete some tasks through taking notes.Using this approach can improve the students’ listening ability, so teacher should make students cultivate a good habit of taking notes.(3)Listening and filling When we do listening practice, we always do some questions about blank filling.We are very familiar with it.And this question is very difficult for students to finish.So teacher give students some tips about it.For example, teachers ask students to read the uncompleted passage before listening, and then finish the blank while listening.Also teachers should let students know how to focus on the details.For example, function words are almost unstressed and therefore some times difficult for students to hear, so teachers always help students infer them according to the whole passage.Using this ways can help students improve their ability of listening comprehension.Here is an example.Tom has _____________________.Lily has____________________.Her father is a_________________.He is a _____________________.4.2.3 Post-listening stage Post learning activities comprise a range of follow-up possibilities, including lexical and grammatical development, role play, writing practice various tasks and so on(Keith and Helen, 2001:321-328)

(1)gap-filling At this sage, firstly, teachers give students an incomplete summary of the text that students will listen to.This kind of practice is also very difficult for students.Firstly, the students have to make notes while listening.And then teachers give students some minutes to tidy up their taking notes.Finally, students have to complete the summary according to their own notes.However, they can use their own words, rather than original words from the listening materials to complete the summary.This is good activity for students to practice their listening.(2)Picking up the discussions on the pre-listening.At this stage, instead of other kinds of questions, open-ended questions can be discussed.Teachers always divide the students into small groups.These questions are prepared by teacher before start listening.Certainly, the answers of some questions have been discussed before listening.For example, why do you like Beijing? Do you want to study abroad? Why? Many times, some views of students are similar to the author, so they can complete the questions easily.Another type of questions students can’t discuss before listening but only be inferred from the text.So teachers give students some minutes to prepare and divide them into small groups to share their individual views.This way can improve their study efficiency.V.Conclusion Task-Based approach shows that the teaching aims and teaching functions have been transformed.The Task-Based Approach has become a respectable new teaching approach through the 20 years of exploration and practice.It gives teachers and students a new challenge and innovation.Moreover, it stimulates students' interest and motivation, and gives students a new feeling and sense of accomplishment.At the same time, the Task-Based Approach also continue to be improved and perfected in practice.Each teaching approach has its merits and demerits, however, it is extremely important for teachers to mobilize the students’ interest in learning and to design proper tasks for students to participate in the act of listening.References ［1］Anderson and Lynch.Listening[M].London: Oxford University Press,1988.［2］Bruner.Child’s talk: Learning to Use Language[M].New York: Norton,1983.［3］Crookes.Task and language learning: Integrating theory and practice[M].Clevedon: Multilingual Matters,2000.［4］Keith Johnson and Helen Johnson.Encyclopedic Dictionary of Applied Linguistics Handbook for Language Teaching[J].Foreign Language Teaching and Research,2001(2):321-328 ［5］Long.Input, Interaction and Second Language Acquisition PhD [D],Los Angels:University of California,1993.［6］MC Dough.Research methods for English language teachers [M].Beijing:Foreign Language Teaching and Research Press,1981.［7］Nunan.Communicative Tasks and the Language Curriculum TESOL Quarterly[J].Research methods for english language teachers,1998(2): 279-295.［8］O’Malley.Learning Strategies in Second Language Acquisition[M].Shanghai:Shanghai Foreign Language Education Press,1998.［9］Prabhu.Second language pedagogy[M].Oxford:Oxford University Press,1987.［10］Richards and Rodgers.Approaches and methods in language teaching[M].Cambridge:Cambridge University Press,2002.［11］Richards and Platt.Longman dictionary of language teaching[M].Beijing: Foreign Language Teaching and Research Press,1992.［12］Sheerin.Listening comprehension: Teaching or testing[J].English Language Teaching,1987(2):42-43.［13］Skehan, P.Tasks type and task processing condition as influences on foreign language Performance[J].Language Teaching Research ,1998(4):185-211 ［14］Ur.Discussion on listening comprehension[M].Cambridge: Cambridge University Press,1996.［15］Underwood.Have you heard?[ M].Oxford: Oxford University Press,1999.［16］Wang Qiang.A Course in English Language Teaching[M].Beijing: Higher Education

press,2000.［17］Willis.A Flexible Framework for Task-Based Learning[J].Change in Language Teaching 1996(2)52-62.［18］蔡兰珍.任务型教学法在大学英语写作中的应用[J].外语界，2002,（4）：41-46.［19］成晓光.对我国课程标准的思考[J].外语与外语教学,1995,(2):23-250.［20］方申萍.译述第二语言听力理解中的学习策略培训[J].国外外语教学,2000,(4):21-45.［21］丰玉芳.任务型语言教学在英语教学中的应用[J].外语与外语教学，2004,(6):35-380.［22］葛文山.简论任务型教学模式在基础英语中的实施[J].中小学英语教学,2003,(2):28-300.［23］国家教育部.英语新课程标准[M].北京:北京师范大学出版社，2001.［24］国家教育部.Go for it[M].北京:人民教育出版社,2002.［25］廖晓青.Bangalore交际教学简介[J].国外外语教学,2002,(2):24-280.［26］李敏.任务型教学在中学英语听力教学中的运用[D].甘肃：教育学院英语学科教育,2005.［27］魏永红.任务型语言教学在英语教学中的应用[J].外语与外语学,2004,(6):35-50.Acknowledgements

My deep gratitude first goes to my tutor, Mr.Liu, who has given me a lot of enlightening instructions in my paper and guides me through the process of writing this essay.He always takes pains to read my papers and gives me valuable advice.Without his guidance and valuable suggestions, the completion of this essay would not have been possible.I really appreciate his unreserved help and will keep it in mind forever.Sincere thanks also go to the others teachers who taught me during my four years of college life.They have greatly benefited my intellectual growth through their inspiring lectures.I am also grateful to my dear roommates and friends who have offered me a lot of helpful suggestions and valuable reference books.Finally, I want to express my sincere thanks to my family for their support, encouragement and understanding they have given me for these years.

第四篇：浅析初中英语听力教学现状及策略

浅析初中英语听力教学现状及策略

● 商林金

近年来，听力能力越来越受到教师与学生的关注，听力教学也受到普遍的重视，但是听力教学效果并不理想，英语听力已经成为制约学生英语学习的瓶颈。如何进行有效地听力教学，提高学生的听力水平，已成为众多学者研究和探讨的重要课题。

一、听力教学的现状 在英语听力学习中，存在普遍的现象就是多数学生怕听力。面对极其简单的听力题仍束手无策，速度跟不上，致使教师在教学中也很难顺利有效地完成听的教学。听力教学的现状主要有以下几个方面：

就多数学生而言，学习英语不是为了用它交际，而只是简单的应付考试。甚至有少部分学生对英语失去学习的兴趣，没有良好的英语学习习惯。许多学生上初中以后，在英语的学习中，由于词汇、句型及语法知识的贫乏直接影响了他们听力水平的提高，再加上学生在学习英语的过程中缺少英语听力的氛围，英语听力实践的机会少，势必造成学生听力水平跟不上，对听力产生焦虑和畏难情绪。

就教师来说，为了提高学生的笔试成绩，他们将大量的时间放在阅读教学和语法知识的讲解训练上，这使学生听到英语的机会就变的更少了，人为造成听力训练的缺乏，使学生长期缺乏听的体验。视觉系统成为学生获取语言知识的唯一渠道，学生看得懂的东西并不一定听得懂。而是只在临近考试时，才突击训练一下听力，心理上有个安慰。

就学校方面，虽然随着地方经济的发展，农村中小学的办学条件得到了很大的改善，但仍有相当一部分学校缺乏必要的教学设备，如多媒体教室、语音室等。缺少语言学习环境和氛围，多数学校可能也从未举办过英语角、英语演讲比赛、英文歌曲大赛等调动学生积极性之类的活动。别外，中学缺少系统的听力训练教材，这也制约了学生听力的发展。

二、提高听力的策略

和阅读相比，听力又有自己的特殊之处。阅读文章时，一句话没看懂，可以回过头再读一遍；而声音是无形的，听过了就不能重来，更无法控制说话人的速度。由于这种特殊性，使得听者常常在回味头一句的同时错过了后面的内容，不期而遇的生词也往往让人停留而忽略了以后的话。那么怎样提高英语的听力水平呢？

1．培养学生听力的兴趣

俗话说：兴趣是最好的老师。教育学家乌申斯基说过：“没有任何兴趣而被迫进行学习会扼杀学生掌握知识的欲望。”因此学习兴趣十分重要。兴趣可以加强学习动机，增强记忆，因而是提高学习效率的重要因素。

《英语课程标准》明确指出，“学生只有对自己、对英语及其文化、对英语学习有积极的情感，才能保持英语学习的动力并取得成绩。消极的情感不仅会影响英语学习的效果，而且会影响学生的长远发展。”如大量的英文短诗，没有过多的生词，又配有悦耳的音乐，给人以美感，朗读起来朗朗上口。浅显易懂的英国儿童录音一般难不倒中学生，他们会争先恐后地尽量照原文复述，努力表现出自己“听懂了”。这样就大大地激发了他们的兴趣，也增强了他们对听懂英语的自信心。

2．培养良好的心理素质

保持良好的心理状态，对学生的听力理解能力有巨大的影响。在听力训练时，应注意培养学生良好的心理素质。首先，在训练时遵循循序渐进、由浅入深的原则，所选材料可以由词到句，再到文章，让学生觉得轻松，不会产生畏难心理。其次，要有的放矢地制订听力训练计划，让学生在心理上有足够的准备，满怀信心，这样再遇到听不懂或没有听到的内容时，可以果断处理，不至于影响后面答题。

3．排除语言障碍

在影响英语听力理解的诸多因素中，语言知识是听力理解的基础和关键，而对语言知识的掌握需要依靠大量的语言基本功训练。在对学生进行听力训练的过程中，教师应注重培养学生掌握正确的英语语音、语调的习惯，让学生多模仿真实语境中的有声材料，使其在自然的语流中形成语感，适应英语听音。

4．拓宽文化背景知识

除了学生自己课外对文化背景知识的补充外，教师在选择听力材料的时候，也应有的放矢地注重拓宽学生的知识面。在选择听力材料时，可选择内容涵盖面较广的材料，如涉及政治、经济、军事、文化、科学、体育等多领域，但同时又要注意不能过于专业化。应选择学生听解水平相当

或略高的听力材料，且要注重其涵盖信息的广泛性、新颖性、趣味性、实效性、真实性等特点。这样的听力材料不但能激发学生对听力理解的兴趣，同时也对拓宽听力视野起到潜移默化的作用。

5．创造一定的听、说环境

听、说是一种语言交流，没有一个外语环境或一定的听、说条件，只靠单枪匹马很难收效。当然，现代科学为我们提供了录音机这一工具，我们可以把课文，对话和中外成品磁带录制下来反复听和模仿。还可以把自己的口头作文和复述录下来，仔细审听，发现问题及时纠正。但是，在自然条件下，听与说是不能分的。一个人听的过程实际是另一个人说的过程。如果有条件的话，最好能把自学的伙伴组织起来，定期开展会话活动，或利用社会上、公园中、学校里提供的“英语角”等条件，既练了说，又练了听，在实际的语言环境中练习，才能取得长足的进步。

6．加强听力技能的培养

在听力训练前，可以通过提问相关的问题或介绍背景知识，启发学生思维，让学生带着问题和任务，积极主动地投入听力训练中。

在听力训练中，引导学生整体把握听力材料的大意，抓关键词，作简要的记录。记录可采用数字代号、缩略语、头字语或一些其它符号来代替。甚至有时还可以画简图和简表来记录语篇意义。如果遇到难的词句，立刻跳过，不要死缠不放，影响后面的内容理解。其实，对段落文章的理解，有时候并不在于某一个句子或某一个词，因此而影响整体的理解，实在是因小失大。

在听力训练后，对还没有做出选择的题目，迅速进行回忆整理。根据当时对该部分的印象，结合试题，大胆做出选择。

要想把英语听力水平提高上去，不是一蹴而就的事情。冰冻三尺，非一日之寒，英语听力能力提高的过程是一个渐进而复杂的过程。要想提高英语听力教学水平和听力技能，学校、教师和学生都必须共同克服这些制约听力的负面因素，拆卸掉心理障碍，合理安排听力训练，自觉充实和扩大语言文化知识，养成良好的听力学习习惯，在久而久之的多听多练中，英语听力水平一定会更上一层楼！

（商林金 盐城市潘黄实验学校）

第五篇：初中英语听力教学的有效策略

初中英语听力教学的有效策略

听是人们进行言语交际的重要手段，是学习英语的重要途径之一。研究表明，听占整个言语交际活动总量的45%。可见，训练听力有助于全面提高学生的英语交际能力。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。

一、英语听力教学存在的问题

目前，初中英语听力教学存在一些问题：1.教师方面：对听力教学的重要性认识不足；教学计划及时间的安排不够合理；听力材料的选择不恰当；教学方法落后。2.学生方面：缺乏鲜活的语言环境；课前不预习；课堂上听课不善于思考、不认真记笔记；课后缺少及时复习巩固，长此以往，听力学习愈发困难。

二、英语听力教学的有效策略

英语听力教学，一般把整个教学活动分为三个阶段：听前Pre-listening、听中While-listening和听后Post-listening。在英语听力教学中，应该采用以下有效策略。

1.遵循教学原则，选择听力材料

肖礼全先生在《英语教学方法论》中说：从教学法研究的角度，选择正确的听力材料需遵循七大原则：难易适度原则、多多益善原则、内容适用原则、多样性原则、语言真实性原则、学得与习得相结合原则和成功性原则。选择适合的听力材料，对提高学生听的兴趣有直接的影响。

2.养成良好习惯，听说读写背译

语言文化知识是学好英语语言的基础，英语听力也会受到语言文化知识面的影响。如果学生的语音、语法、词汇以及文化知识不足，势必会对英语听力造成不小的负面影响。教材中有着听、说、读、写、译等部分，按照教材中的要求，养成朗读、跟读、背诵课文的良好习惯，也能间接地提高听力理解能力。

3.合理利用教材，进行规范训练

教材是一名良师，应当合理地利用教材。教材的配套磁带对听力很有帮助，在教课文时可用磁带教读。平时训练听力测试题时，先给学生看题，读懂各句子的意思，用笔勾出自认为是重点的词汇；不动笔做题，集中精力听，然后抽学生说出主要内容；让学生边听边做；让学生精听，跟着磁带读，检查答案。

4.抓住基础部分，排除各种障碍

抓住基础部分，主要是指识记大量的词汇、能够进行标准的发音以及懂得一些基本的语法知识，这在英语的听力中是很有必要的。词汇量大，在听的过程中排除因词汇、语言以及语法障碍等引起的障碍。掌握一定量词汇的语音、词义是理解一篇听力录音的前提，增加词汇量是克服听力词汇障碍的一个重要手段，具备较好的语法技能则又会如鱼得水。

5.精泛听分主辅，循序渐进提高

在听力训练的过程中，泛听是理解大意，精听是理解细节。泛听可以听一些具有幽默性、语言比较易懂的文章，也可以听一些经典的英语歌曲。精听方面主要是课堂上有针对性的进行训练，精泛结合，循序渐进，达到提高英语听力水平的目的。

6.进行分级训练，培养良好心理

中学生的非智力因素，虽不是学习过程的直接介入者，但对学习的效果有着重要影响。在英语听力过程中表现得更为明显。如果两个人的听力水平相当，心理状态不同，考试的结果也会相差很大。当具备一定的听力理解能力时，就有必要进行分级训练。可以从120词/分钟逐级地训练，直到280词/分钟，甚至更快。在进行听力分级训练时，还应加强对考试心理素质的培养，在进行定时检测或考试时，心情放松，精神专注，沉着应对。

7.落实技巧训练，提高英语听力

在进行的精听训练中，注重技巧训练。听前，快速地浏览各小题，掌握各题大意，带着问题去听。听中根据上下文和所提问题猜词，注重学生听能听清楚内容，并尽力进行表面的理解，根据学生的实际水平，可以重复进行训练，使学生注意力更集中。

三、英语听力的教育实践效果

近几年来在教学中，结合本策略训练，学生的听力理解能力及学习效果大大提高。此外，听力策略训练还培养了学生正确的语言学习观念，增强了学生的听力自信心，提高了自主学习能力。当然策略训练的效果受诸多因素的影响，教学中只有听说读写互相带动、促进和提高，才能最终提高英语听力水平，享受到英语带来的无限乐趣，从而真正学好英语。

（作者单位：重庆荣昌吴家中学）