听说教学在英语初学阶段作用实证研究

第一篇：听说教学在英语初学阶段作用实证研究

A Research on the Effect of Listening and Speaking in the Primary Stage of English Study Abstract: Listening and speaking is a very important part of English teaching, the ability of listening and speaking influence the students’ results a lot.In this article we choose the method of priority of listening and speaking as a direction.And we did a research to take a look at the daily study at school.Then we did an experiment.The result of the experiment showed that it is a correct way to give the priority to listening and speaking in English teaching.The writer also gives some suggestion of the English teaching.Key words: priority of listening and speaking;the primary learner of English;teaching experiment

听说能力在英语初学阶段的作用实证研究

摘要: 听说教学是英语教学的一个重要组成部分，听说能力的好坏直接影响学生的学习成绩。本文以学术界流行的听说教学法为指导。对学生的日常学习进行研究，并用听说教学法进行了实验。结果证明听说教学法的确是一种行之有效的教学法，并依照听说教学法对学校的日常教学提出了一些建议。

关键词: 听说教学法；英语初学者；教学实验

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CONTENTS

1.Introduction..........................................................................................................................................1 2.The definition and characteristic of the primary English learner...................................................1 2.1 The characteristic of the primary English learner............................................................................1 2.2 The definition of the primary learner and the priority of listening and speaking.............................2 3.Teaching experiment and process.......................................................................................................3 3.1 The design and purpose of the experiment.......................................................................................3 3.2 Objects of the survey and research...................................................................................................4 3.3 The process of the experiment.........................................................................................................4 3.4 The result of the survey and experiment..........................................................................................7 4.Data analysis of the result and suggestion to improve our daily teaching....................................10 4.1 The analysis of the result in the research and experiment..............................................................10 4.1.1 The analysis of the survey.......................................................................................................10 4.1.2 The analysis of the result after the experiment........................................................................12 4.1.2.1 Scientific nature of study and autologous factors of the primary learners.......................12 4.2 The suggestion to improve daily teaching in the future.................................................................13 5.Conclusion..........................................................................................................................................15 Bibliography...........................................................................................................错误！未定义书签。

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1.Introduction In an era of globalization, China is undergoing rapid and profound social, economic, political and cultural transformation, thus, English becomes an indispensable tool and vehicle to facilitate China’s access to modern scientific and technological advances and to promote commerce and understanding with other countries where English is a major language.The importance of English teaching and learning has been widely acknowledged, however, the effects are not satisfactory enough.Generally speaking, a Chinese college graduate has learned English for eight years at least.But many graduates find that they cannot use English to communicate with the foreigners in the real life.In fact, many factors influence the achievement of the language learning.The most important one is because of the influence of the traditional education model over a long period of time, in the actual study and teaching, we adopt the model of laying stress on writing translating and grammar from the traditional one self-consciously or not.We only ask the students to read or write with the overlook of the training of listening and speaking.So finally we miss the oriental purpose of teaching.The training effect of the elementary study period could make a deep influence of the later study.During the period of study, the four steps of English study include listening speaking reading and writing.And listening is the prime one of them.Today, the ability of writing cannot decide one’s whole ability of English.The more important thing is that how many information of English you can get by listening.How fluent you could be when you are speaking of English.In this research, the writer begins with all the factors that influence the effect of the beginners.Then explains why listening and speaking plays such an important role in this period.2.The definition and characteristic of the primary English learner

2.1 The characteristic of the primary English learner The primary English learner has many remarkable characteristics.中国最大的论文知识平台www.xiexiebang.com

They do not have far-reaching plans of English study.Most of them are passive when study English.Some of them are the beginner of English study.Others are not the beginners.But they still don’t know how to learn English simply and conveniently.They begin to know a little about the steps of English study but they are not very sure of that.They know most of the basic knowledge of grammar and could write or speak something in English after the study in the primary period.But they could not use the knowledge very smoothly.In a word, they are out of the door of being a real English master.2.2 The definition of the primary learner and the priority of listening and speaking The primary learners are the beginners of English study who lack for skill and ability of English study.The priority of listening and speaking means that we should regard listening and speaking as the breakthrough point in the English teaching process.Through the training of listening and speaking, the students’ whole ability will be strengthened.Nearly one hundred years ago, the USA force asked its army to learn listening and speaking only when they had mission outside of the country.Because listening and speaking are the main parts of communication.The American scholar Willian Moulton did a research of how important listening, speaking, reading and writing are in adults’ daily life.The result shows that the rate of using listening is 45% followed by speaking with the rate of 30%.The rate of reading is 16%.The final 9% is writing only.He connects his experience of working with the importance of listening and speaking and points out that listening and speaking is the key of communication.If a person could use these two skills proficiently, he could not be a good reader.Because a person could not read an article coherently without the ability of listening and speaking, and the only thing he can do is to read the article word by word.Then the meaning of the article will be missed.Languages begin with listening;we all learn to speak by listening.There is no output without input.We can also see that the primary form of language is spoken words, and written words are only secondary.Listening

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and speaking are the first;reading and writing is the second in learning any languages.This is the role of human language.So, it’s very important to develop the students’ ability of listening and speaking in English teaching.In China there are also some specialists who have done some research in this area.In Dai Liangzheng’s article he said that listening and speaking are the main tools of language to communicate with each other when members are doing teamwork.And writing and reading are the secondary parts in team works.Because in every day’s work, listening and speaking occupy most of the time.Another side must be pointed out is that if someone’s abilities of listening and speaking are weak;he may read the whole passage word by word.So it is hard for him to understand a sentence very clearly, and it will waste a lot of time.So there are justification for us to see that we should give the priority to listening and speaking in English teaching.(Dai Liangzheng, 2005).The specialists involved have showed us the importance of listening and speaking, and gave their supports to give the priority to listening and speaking.But we still need to study by our own.3.Teaching experiment and process

3.1 The design and purpose of the experiment

The teaching experiment is seperated into two parts: 1.The experiement of giving the priority to listening and speaking is the main part of the research.Through the experiment, we could get the information we need to support our view.2.The Questionnaire and survey or face to face talk with teachers and students.This part is used as the circumstantial evidence to support the view of this paper from other regards.The first part is designed to find out whether the new teaching method of giving the priority to listening and speaking is available or not.And the second part is

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designed to see the changes of the different factors in teaching and study.With the comparison of the situations before and after the teaching experiment, we could find out whether the students accept the new method or will it be useful to the students.3.2 Objects of the survey and research The major objects are the senior middle school students from Jin Hua JiangNan middle school.And the others are the junior middle school students from Jin Hua No15 middle school and other schools.Most of them learned English in the old way, just to take most of their times in reading and writing practices.So that their results of the same English exam are not so good, comparing with the students who take more time of listening and speaking.This time we change their focal points into taking listening and speaking as the main points in their English study for a long period such as a month.Then we also make questionnaires in the research.And there will be an exam to verify the efficiency of the new method.3.3 The process of the experiment The experiment started in 2007 March 6th and lasted to 2007 April13th.It was separated into 3 stages.1.The first week was designed to do some surveys or face-to-face talks and questionnaires to know the situation the students had at that time.And because of the amount of the students in one class, we have to separate the students into some groups.中国最大的论文知识平台www.xiexiebang.com

The place the students gotin the anterior exam***468number of English study groups10

1819363754In this table, every tandem is a group.The numbers in the table stand for the places the students got in the past exam(the exam must be the middle term exam or the final exam in one term).In the first line we ranged the numbers according their places from left to right.And the next line we ranged the numbers from right to left.The third line is the opposite order to the second.So the other lines could be ranged according to the first three lines.In this way, we could make sure all of the groups could be the same in strength.After the grouping, we also set up the incentive system.We could take the first line as an example.All of the students stand for the best one in their group.But in the competition, every line is a competitive part.If one student gets the first in the next exam, he will get 9 points for his group.Others will get 8 7 6 5 4 3 2 1points ordinal.And every line is the same too.Then we could calculate all points of the groups and give rewards to the first three groups.In this way all of the students become active in study.And in the group they could help each other and make progress together.At the same time we tried our best to make the students to fit in with the new method.In this week, the students’ task was to know the new method of the priority to listening and speaking clearly before the new lesson began.And we also made them be awareness of the importance of listening and speaking.2.The formal study began at the second week.This period lasted three weeks.In

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these three weeks the students were asked to study in the new way.The experiment began from the broadcast in the morning.We took English songs to wake up the students in the morning instead of the music.At breakfast time, the broadcst would send some news in English from CCTV 9 or other medium.In this way, the students’ input of Englisn information could be rised conveniently.When the students read in the morning we asked them to read out loudly, with this method, they could build up their confidence in pronunciation.The students did not read the vocabulary in class time any more.They are asked to read all of the vocabulary and passages by their own in the free time.At the beginning of the lesson, we asked one of the students to talk about something interesting or show them a short passage in English.And the 5 minutes’ report should be follow by at least 3 questions.At the beginning some of the students were very anxious about the duty report, so they would give the answers to their friends.But they would find it is all in vain, because the responder would be picked up by the teacher but not students.It forces the students to prepare the whole report very seriously.And the replier also has to try their best to listen.After a period, all of the students’ ability of oral expression and listening were improved.And all of them become more confident than before.After the duty report, sometimes we watched some videos about the articles we learned.And there also will be some questions waiting.We also showed the students something extracurricular, which is related to their lesson.And we also asked them to add something to replenish the material.All of the additional materials have already been prepared in their free time by groups.And every group would select a representative to show the class their addition in oral speaking as a competition.Some of the time we would use 5 minutes to do a dictation in class about the articles learned before.But the content is not the same as the article before.All of the articles were very simple to understand.And they just needed to repeat them orally by their own words.After training, most of them could understand the passages generally.At the same time, they could know the article much better than before.And some of

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the students may be forced to read the articles they learned before.If they thought that they did not mast them well in the past.After class, they were asked to listen to some English tapes or watch some English movies appointed.After watch, they needed to write something about their idea of the movies in English.In the whole process, we also built a system of encouragement and competitiom.Groups took the competition, which were separated before.At the same time, we reckoned that the confidence of students was very important.And teachers insisted on the principle that if there were some advances made by students, you should encourage them as soon as possible.3.The final week was used to verify the efficiency of the new method;the students took an exam of listening, speaking, reading and writing together.And depending on the results they got to compare with the students in other schools.Then we could analyse the result to confirm our opinion.3.4 The result of the survey and experiment

Here some tables show the results of the survey and experiment.The next three tables show us the result of the surveys before the experiment Table 1:

Table 2:

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Table 3:

Table 4:

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Table 5:

The opinions and the change of confidence after the experiment.the number in 100 studentshave enoughconfidence inEnglish studyand get a goodresult in thefinal examask the schoolto open aexceptive lessonof listening andspeakingthink listeningand speaking isa very importantin English study828486889092

In these tables we can see clearly that the situation of the students’ study changed a lot.Before the survey, students were passive in English.Their time of studying listening and speaking are lower than the average of all the schools.And they did not

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three items of the survey1 know phonetic symbol well than the students from other schools.Most of them were afraid of English and study with no confidence.But after the experiment, the students became active in English study.The efficiency of study is much higher than before too.And their result of exam is much better than before.4.Data analysis of the result and suggestion to improve our daily teaching

The tables in chapter 3.4 show us obvious changes at the begining and after the experiment.In this chapter, we will analyse the results of the change.4.1 The analysis of the result in the research and experiment 4.1.1 The analysis of the survey

In table 1, we can see that there are just 10 per cent of the students who listen to English tapes and news more than 30 minutes a day.And most of them do not take the exercise of listening and speaking.In table 2, we can find out that the students who took the experiment did less exercise than the average.They lack for practices of listening and speaking.And they may influence their study of English.There are many factors cause this situation.(1)The education system limits our way of teaching and the way of their learning too.The students were told to read and write but not to listen and speak at the beginning of English study, because there is no listening and speaking exam when they graduated from junior school.With the purpose to gain more points in the eleven-plus, the students have to do more and more training in reading and writing and give up listening and speaking.This way of being eager for quick success and instant benefit is not scientific.If all the schools and teachers do not think a lot of their points and reputation in the final exam they could have more time to study English in a more correct way.(2)The hardware and time do not allow teachers to give the priority to listening and speaking.In the class of experiment there are more than fifty students.If the

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teacher wants to broadcast some English video in class he or she must wait because there are few classrooms with equipments that could contain the students.And many teachers have already waited for the room.So it is hard for them to teach listening and speaking in class.First there are too many students in one class and it is impossible to speak in turn because there is only 45 minutes for one lesson and teachers also have their works to do.Another penetrating problem is that practice of listening and speaking should have to take for a long period.You must use more time than reading and writing to train the students, if so, we still could get a little acquisition at the beginning.Only if we get through the most difficult time could the students walk up to the right way.But this is not the end of the study, opposite it is just the beginning of listening and speaking.In order to keep and promote your ability everyday training is needed.The good habits will benefit the learners and if they could not acquire the habit they will soon fall to the beginning and all the train will be in vain.In table 3, we can see that the students in the experiment did not think much of the phonetic symbol training and did take enough practices.But phonetic symbol is sure to be the key to your pronunciation and good pronunciation has tight reference with listening and speaking.Through phonetic symbol is so important, exactly it is the weakest part in our daily teaching.We asked the students whether they had learned phonetic symbol systemically.The answer disappointed us a lot.Most of the students could not come out all the phonetic symbols.They did not know what is vowel and what is consonant.Because that they did not take into account the importance of phonetic symbol much.Most students were asked to take the tapes as their reference substance in their primary period.Then they follow the voice of the tape recorder and speak with it.But it is not a good way to study the new words.With this method they could memorize the pronunciation of the new words.And most of them do not have scientific method to memorize the spelling except to read the words time after time or write the words on the papers repeatedly.They may keep the words in the brain for a short period but it could not last for long and in this way they waste a lot of time.So the best way to memorize the words is to study phonetic symbol seriously.To use

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phonetic symbol as a tool to keep the words and etymons, in the course of time they will memorize the new words faster and faster.Only after the students could keep the words easily, they can take reading and writing comfortable.We all know the old Chinese saying told us that one reaps no more than what one has sown.But what we wants to say is that it is not enough if the learners do not know which way to take a comfortable and scientific study.And teachers have the responsibility to improve our students’ listening and speaking.4.1.2 The analysis of the result after the experiment In table 4 and 5, they show us that the advance of students’ study after the change of teaching method and the change of the students’ psychology.So it is easy to find out that the change of teaching method is a correct way.Some main respects can be concluded as reasons why this improvement was made and why we suggest giving the priority to listening and speaking in daily teaching，such as scientific nature of study and autologous factors of the primary learners.4.1.2.1 Scientific nature of study and autologous factors of the primary learners The intrinsic factor of primary learners influences the education method a lot.It is easy to know that most of the primary learners are little kids.They don’t have enough patience if the teachers blindly insist on taking writing and reading.The learners will lose their patience and feel boring and anxiety.They will also lose their interests.What we did in the one-month experiment and research considered the intrinsic factor of the students as a very important part.We did our possible to diversify the form of teaching.Reading and writing also could be diversified, depending on listening and speaking.For example, when the students were doing dictation of the article they learned before.They should have to do some reading of the articles involved first.Then they had to listen careful and speak by their own.This kind of giving the priority of listening and speaking does not mean to study listening and speaking only, but to mix the four parts of study together.And improve the whole ability of English study at last.中国最大的论文知识平台www.xiexiebang.com

Teachers can ask one student to make a speech of something interesting or funny in five minutes in turn at the beginning of the lesson.The student who is on duty can do it sufficiently.So his or her reports will receive active responses from the classmates.In this way the whole class could become active than before.And their interests of study could be inspired.At the same time the teacher should seize the chance to encourage him or her.Then the student’s self-confidence will be built and he or she will become more interested in English study.Watching English movie and listening to English songs properly in the class are also useful to improve the students’ activity of English study.Once the students cultivate the habit of watching English movie and listening to English songs, there is no need for teachers to ask them to study English after class any more, because they are used to doing these things.4.2 The suggestion to improve daily teaching in the future Because the limit of the education system now some of the design could not been done.But I think it is also useful to the English teaching.And according to the analysis we could find that the most of the students are passive to the education system now.They have no interests to do such plenty of works and are eager to do more practice of listening and speaking.We suggest dividing the experiment into two main parts: inside and out of class.There is no listening and speaking exam in the exam.So we suggest adding the two into the exam(all of the exam we talk under are listening and speaking exam if not we will point it out).All of the middle schools are using the new teaching material now.It asks the students to get enough credits for graduation.The book has been separated into many modules.If one student passes the test of one module, he or she could get 2 points.Aiming at the weakness of the students’ phonetic symbols(most of the students didn’t know how to pronounce the letter G);we did a lot of training at the first week.And after the pointed training, we did a test to make sure the efficiency of the training.And we were glad to see that most of them could pronounce the words clearly than before.So we gave the encouragement to build their self-confidence.中国最大的论文知识平台www.xiexiebang.com

Because we raised the rate of listening and speaking, we could not teach the students as before.So we selected some of the part from the book, especially to the listening parts.Because our students could not understand some of them, they are too difficult or too easy.And the sequence of the module should been changed according to the situation.The teachers should add some involved extracurricular knowledge in the class.For example teachers could teach the students the lesson of travel when they have spring outing.If the school is holding the sports meeting teacher could show the students some video of Olympic Games.And teachers also could let their students give a speech in turn of the history of the Olympics or other things concerning sports and Olympic Games.When the students are doing listening practice in the class, the teacher had better give the language situation to them.So the students could get the habits of conjecturing the substance in the passages.And the amount of information would be reduced gradually.At the beginning teacher could let the students do some spot dictation, just like what we are asked to do in the exams of CET 4 and CET 6.The passages should have connection with the substance in the book.Teachers should better select an intergraded passage and choose some key words as the spots based on the situation of the students.The blanks must been increased gradually.After the practice teachers could ask the students to retell the passage in their words.After a month’s training most of the students could retell some short passages by their own words.And the students could find out most of the key words quickly.After class we ask the students to collect the materials for the next day’s 5 minutes’ report.They can prepare whatever they want to talk.They also asked to prepare at least 5 questions to ask their classmates, but the teacher would pick up the responders.After one month’s practice, we did a test to check out whether the new method is useful.The test is not only a test of listening and speaking, but also contains reading and writing.And also do a face-to-face talk with some of the students.But no matter how important the study method is.The writer thinks the basis is the most important part.What students need is not over training but the steps of study

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English and some basic knowledge that can make their basis steadier? So we have to do some practice of listening and speaking.At the same time we should create an upstanding academic environment for them.Everyday morning we could broadcast some English songs as the morning call.And at lunch time and suppertime the radio could broadcast some news in and weather report in English.So they could try to understand some interesting news in English but not the boring practices in the classroom when enjoy their dinner.When the students meet their English teacher they could try to greet their teachers in English.If allowed the writer suggests that we could separate the students again into more classes when they have English lesson.The number should been controlled under 30 in one class.After class they could go back to their former class to take other lessons.This kind of distribution could give all the students a chance to do some listening and speaking practice and communicate with their classmates or with their teachers.And teachers also have more time to know their students better.Do as what Confucius did: teach according to the student's ability.Another important thing is that we should create a ‘fair system’ in all the schools.All of the teachers take listening and speaking like the breakthrough point.Put an end to the worship of points.View them as the successors who take the responsibility from the former teachers or the guide who lead the students’ walk up to the right way.Then all of the teachers walk together with the same purpose.At the same time the teaching material and the form of final exam should be changed to suit for the new situation.Take listening and speaking as the main parts of them.And school should give more rights to decide the necessary parts of the material and give up the unnecessary parts.5.Conclusion From what has been discussed above we all can see that languages begin with listening;we all learn to speak by listening.There is no output without input.We also can see that the primary form of language is spoken words, and written words are only

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secondary.Listening and speaking are the first;reading and writing is the second in learning any languages.This is the role of human language.The situation today forces us to improve our English communicative ability.It is hard to communicate with the foreigners if you could not explain your means fluently or receive the information from them by listening and speaking in the daily works.So, it’s very important to develop the students’ ability of listening and speaking in English teaching.Acknowledgements I’m greatly indebted to my supervisor, Professor Meng Dong, who has offered me academic counsel, guidance and encouragement throughout my study.She dedicated close monitoring of work and made careful revision to my paper.Professor Meng is a nice person, whose concern for me extends beyond academics.Without careful guidance of my supervisor, my

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dissertation can not been completed smoothly.I appreciate for this and I would like to take this chance to express my sincere gratitude to Professor Meng Dong.And thank you again for your patience.At the same time I would also like to appreciate teacher Ma yan from Jiangnan middle school, she gave me strong support and made indelible contribution to my dissertation.It has been a great experience to study in Zhejiang University of Science and Technology, I

enjoy the beautiful campus and love the nice teachers and students there.Thank you very much!

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[3] Ellis R.Second Language Acquisition [M].上海外语教育出版社，1999． [4] Cunningsworth A.Choosing.Your Coursebook [M].Macmillan Pulishers Limited, 1998．

[5] Krashen, S.The case for narrow reading [J].TESOL newsletter, 1981． [6] 胡慧.从听说训练着手，努力提高学生运用英语的能力[M].湘潭师范学院

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报，1999．

[7] 刘惠中.初中英语能力培养与评价初探[M].钦州高等师范专科学院学报，2004．

[8] 余晖.在实际教学中培养学生的听说能力[M].福州师范大学福清分校学报，2000．

[9] 刘健林.英语交际能力对实际教学的影响[M].柳州师专学报，1996． [10] 戴良整.浅谈英语教学的听说领先[M].苏州教育学院学报，2005． [11] 敖艳.英语教学应从听说入手[M].职教论坛，2004．

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第二篇：大学英语多样化教学实证研究.

大学英语多样化教学实证研究(1)

摘要:教学模式的多样化研究源于对传统教学的反思。为满足不同层次学生的要求，沈阳毕业论文使高职英语教学得到实质性的提高，探讨了高职高专英语分层次教学中实行教学模式多样化的必要性，对比分析了几种模式的特点与成效，以充分发挥各方面因素在教学中的积极作用。

关键词:大学英语分层教学教学模式多样化

0 引言

教学模式的多样化是目前教学研究的一个重要领域。代写论文 从美国教育家乔伊斯与韦尔1972年提出“教学模式”始，我国教育界对其研究呈现出不断升温的趋势。尤其是近几年随着现代教育技术的发展应用和课程改革的深入开展，对教学模式的兴趣和热情空前高涨，其中最突出的一点就是教学模式的多样化。教学模式的多样化研究是对当前我国教育改革的顺应和促进，对传统教学反思的结果，是教学模式发展的必然。

长期以来大学英语单一的教学模式忽视了学习者的个体差异，抹杀了学习者在学习过程的主体地位和主观能动性。随着外语教学理论的深入研究和外语教学实践的不断开展，高专大学英语教学面临着新的挑战——学生人校时的英语水平参差不齐。这种明显的差异不仅存在于班级内部，而且还存在于班级与班级之间，甚至系与系之间。如果继续按照传统的方式将他们安排在一个教学层次，即教师使用相同的教案和相同的教学方法，学生在相同的时间内学完相同的内容并达到相同的教学目的，则无法提高高专大学英语教学质量。为了妥善解决这一矛盾，真正做到循序渐进、因材施教，我校对2005级新生在英语分层教学的基础上根据学生的实际水平实施了多样化的教学模式实验。这一举措正以不同寻常的广度和深度冲击着传统的外语教学模式。现在通过结题报告，研究总结该教学实验的总体效果，对比分析各种模式的特点与成效。这对于充分发挥各方面因素在教学中的积极作用，深化大学英语教学改革，促进大学英语教学具有一定的积极意义。1 教学模式及分层教学 1．1 教学模式

教学模式是指对理想教学活动的理论构造，是描述教与学活动结构或过程中各要素问稳定关系的简约化形式。简言之，教学模式是一种反映或再现教学活动现实的理论性、简约性的形式。它总是在时代的发展中不断地构建和完善。随着全面实施素质教育和现代教育技术的发展，随着教师科研意识的觉醒，构建多样化教学模式，已成为素质教育和现代教育技术研究与实践中的热门话题。1．2 教学模式应用的多样化

与教育教学理论、学习理论的发展，特别是现代信息技术的飞速发展一道，各种教学活动模式层出不穷。多样化的模式不但改组了传统的课堂教学模式，创建了崭新的课堂教学模式，而且构建或刷新了课外学习、家庭教育、社会教育和管理教育模式。这些模式主要是针对课堂教学而言。

1)小组学习，分组教学。这是针对班集体和个别学习而言的。由于小组学生界于班集体教学和个别学习之间，因而较容易发挥集体学习和个别学习的长处。组织小组学习还可以达到照顾学生的不同的学习兴趣，促进学生之间的相互帮助等不同的目的。

2)个别学习和自学。这是一种按个人设定学习目标、学习内容、代写毕业论文学习进度和学习方法，并让个人主动学习的方法。这一方法集中体现了学习的主体性原则。

3)自由讨论，课堂讨论。这是学生和学生之问或教师和学生之间相互启发、相互交流、共同提高的学习方法。这种教学方法能调动、激发学生的学习兴趣和积极性，还能在很大程度上克服教师讲解的单向、单调、满堂灌的局限。但这种方法必须和教师的讲解结合起来，才能达到较好的教学效果。

4)兴趣学习。兴趣学习区别于强制学习。它不仅可以大大提高学生学习的生动性，还可以增强教师上课的针对性。如在“兴趣引路，实践为主”的教学模式中就较多地运用了这一教学方法。在英语课上学生唱歌、猜谜、对话、认图等可使教学过程有声有色、趣味盎然。

第三篇：大学英语听说能力研究

【摘要】 随着大学英语四、六级改革的实施，以及社会的快速发展，传统的大学英语教学方法，已日渐显出弊端。最为突出的问题就是在实际教学中忽视学生实用英语能力的提高，“聋子英语”及“哑巴英语”现象普遍。因此探索、研究提高听说能力的教学方法，创新教学观念和教学内容，成为大学英语教学自身改革和发展的需要。

【关键词】 听说能力;英语教学;教学方法研究、探索“提高听说能力”的背景

当前大学英语教学中还存在不少问题，英语教学难以适应社会变革和发展需要。从新世纪高等教育人才培养发展战略高度看，最为突出的问题就是在实际教学中对学生英语综合应用能力的培养不够重视。特别是面对四、六级改革以及社会的新需求，原来的应试教育已暴露出各种弊端，学生学习缺乏主动性；同时由于某些学校教师对四、六级考试认识不到位，把重点放到了片面追求通过率和应付考试上，为考而教，为考而学，在教学中忽视了学生实用英语能力的提高，造成普遍的“聋子英语”及“哑巴英语”现象。英语教学费时多，效率低，所以各方面对深化英语教学改革的呼声极为强烈。

因此改革大学英语教学模式，创新教学观念和教学内容，势在必行。如何提高高校大学英语教学水平，尤其是听说能力的提高，创新性地开展教学工作,培养大学生的综合素质，成为当前高校大学英语教学探讨的一个重要问题。研究英语听说能力新教学方法的目的和意义

随着改革开放步伐的加快，中国与外部世界的联系更为密切，英语不仅仅是人们交流和沟通的工具，更重要的它还是提升国际竞争力的手段。在国际交往中，英语被广泛使用，已成为一种世界上相对通用的语言。因此，进一步深化大学英语教学改革已迫在眉睫、势在必行。针对大学英语的改革，研究提高听说能力的方法，是我国经济社会发展、高等教育发展的需要，也是大学英语教学自身改革和发展的需要。

其次，从人才培养角度考虑，随着我国教育由应试教育向素质教育的转变，外语教学的目的也应该越来越突出培养学生的外语交际应用能力。英语课堂是教学的主要场所，它的质量直接影响着教学的质量，学生应用语言的综合素质。改革传统的以教师为中心的课堂教学，提高教学质量是每一位教师关心的问题。把握高校大学英语教学创新的理论基础和实践应用，在素质教育的今天，有着重要的意义。提高听说能力的探索

3.1 提高听力能力 四、六级改革后，听力部分比例和题量大大提高，听力材料涉及对话、讲座、广播电视节目，内容形式更多样化，这充分反映了提高听力能力的重要性。听力是决定英文水平的要件，它反映了一个人的英语交流能力。

听的能力是在听的实践中提高的。任何理论的讲解都是辅助性的。在教学中要让学生明白以下几点：（1）熟能生巧。在教学的过程中，积极鼓励学生利用一切机会，多听、勤听。（2）精听为主，泛听为辅，精泛结合。在听力训练的过程中,有的材料要仔细听，注意用精听来提高准确率。（3）材料的选取要难易适度，并注意趣味性。（4）注重词汇量的扩大，尤其注意归纳一些词组、习语的用法；了解口语表达特点。（5）重视语音，掌握正确的语音语调。（6）要学会区分主要信息与次要信息并忽略次要信息。（7）听力提高并非“听力”提高。它其实代表着英语综合能力的提高，即发音、词汇、词组、习语、文化思维等诸方面能力的提高。（8）增加对英美文化的了解。（9）注意课堂教学的趣味性。补充一些学生感兴趣同时又贴近生活的一些资料，既提高学生的听力，又扩大学生的知识面，同时也活跃课堂气氛。

3.2 提高口语表达能力 口语能力的提高也是这次四、六级考试改革的目的。衡量英语口语水平有四大要点:（1）语音、语调是否正确，口齿是否清楚；（2）会话的流利程度；（3）表达当中语法是否正确，用词是否恰当，是否符合英语表达习惯；（4）内容是否充实，逻辑是否清楚。

总的来说，要提高口语表达能力，具体在教学中应注意以下几点：（1）加强文化导入，创造浓厚的英语文化氛围。（2）学生要熟练掌握口语，就必须掌握范围广阔的、基本得当的日常用语，以服务于交流目的。（3）以主题为基础的训练法。这可使说和写的训练更为有序，目的更为明确。（4）要循序渐进，持之以恒，充分发挥教师的主导地位和学生的主体地位，让学生明确自己是会话的主体，积极主动地参与到口语的练习中，而不是被动的被老师提问。（5）注重话题的实用性与趣味性。（6）积极开展多种形式的课外活动。（7）复述是提高英语口语能力的一条有效途径。学生在复述过程中，将听到、看到和读到的内容经过思维加工，用自己的语言口头表达出来，进行口语实践。（8）教师还可凭借现代多媒体教学手段，运用图像刺激，培养创造想象能力，创造出一个图文并茂，绘声绘色轻松愉快的教学情景。

总之，在教学中教师应该合理运用，因材施教，还应从教材中挖掘和创新，通过不同方式把课内外口语训练结合起来，让每一个学生都投入到活动中去，从而使语言学习变成真正有意义的语言交流。

【参考文献】

［1］ 文秋芳.英语学习策略［M］.上海外语教育出版社，1995.［2］ 章兼中.外语教育学［M］.外语教育出版社，1993.［3］ 胡春洞，王才仁.英语教学交际论［M］.广西教育出版社，1999.

第四篇：初中生英语听说教学

浅谈初中英语听说课教学

口语相对于书面语而言，是有声的语言。口语教学目的是培养和训练学生语言知识转换能力，即让学生通过读和听等输入手段获取语言信息，经过思维对所获取内容和语言进行加工和重组，然后以语言形式输出；以及培养学生思维能力、创新能力、分析问题和独立提出见解的能力。长期以来，说的教学的重要性已经受到广泛的关注。因此，市委张书记提出了英语口语教学方面的要求有助于促进口语教学活动的开展，有助于培养学生的口语能力。

我们在日常的口语教学活动中，教学的最终目的是知识到能力的转化。而初中英语教学的一个重要任务就是通过英语听、说、读、写的有机训练,培养学生具有初步运用英语进行这些训练,如何创造情景,充分利用和挖掘现行的新教材,从而达到增进学生的才能,这是我们普遍关心的问题。

我认为在教学中针对学生年龄、心理等特点,充分运用启发式教学,提高学生学习英语的兴趣,不断启迪学生的思维,开发他们的智力,增进他们的能力,在整个初中英语教学中,显得尤为重要。

语言是有声的语言,如果开始就忽视听力的训练,会给学生进一步学习带来较大的困难,就会使学生不能在口头上和对方交流,而且也会影响学生读、写的能力的提高。听是四种能力中最难的一种。因为在说和写的时候,学生可以控制所用的单词、词组和句子来表达自己的思想,而且还可以边想边说,或边想边写,速度也由自己来控制。但是听的人既不能控制讲话人的语速,也不能控制对方使用的语言,对听的内容也不能预先估计。这就是说要求听的人不经过任何准备能一次性听懂对方所讲的内容。那么,怎样才能培养听的能力呢? 首先学会辨音。如对于我们中国的学生来说,学习这些单词如bit和 built, teach和teacher.......时,只有一个音不同,所以极易听错。教师在放录音时,应提醒学生,这样反复操练,学生就会克服听的误区,准确无误地听出所听到的内容。

其次是,听句子时,可采用多媒体课件和投影仪,让学生在轻松愉快的环境中充分理解句子的意义。也可采用按老师的话去做的方法。比如,教师可对学生说:“Fly your kite”学生就会做出放风筝的样子,既活跃了课堂气氛,学生也在不知不觉中掌握了所听的内容而且增强了信心。另外也可采用多做练习的方法。练习做多了,熟能生巧,还能以不变应万变。现在有一项,要求选出与所听句子意思最相近的选项。这要求既能听懂原句,还要将其与四个选项进行比较,才能选正确。对于听短文,应采取循序渐进的方法,逐句地听。不应该力求听懂每个词,而应抓住重点和主要情节,这样才能准确无误地听懂原文。

对于课堂上说的能力的训练,我认为可以利用现代化的教学手段。多媒体教学是英语教学发展的趋势,它与传统的教学模式有着本质的不同。以往教师是一支粉笔、一本书就去上课,强调通过教师的最佳教法收到最佳的效果。而现在每节课都要使用录音机、投影仪、电脑等现代化教学手段,学生经常去语音室上课,通过教学内容、教学过程和计算机的有机结合,求得最佳学习效果。对于英语学科来讲,如何使用多媒体手段来化难为易,解释难点,这并不重要,关键是呈现精美的画面,播放悦耳的音乐,展示电脑的神奇,利用学生的好奇心激发其学习的兴趣和开口说的欲望,为学生创设良好的语境。

Main task： Speak up: Dialogue:初中生喜欢在比赛中学习，更喜欢在语言实践中证实自己的能力。我们将班级分成若干个4人左右的固定小组，对小组活动进行评价，学生通过Main task： Speak up: Dialogue中的表现。教师进行实事求是的给小组和个人进行评价。半学期对成绩综合评价一次，这样，不仅创造了良好的语言学习氛围，也培养了学生的合作学习精神。对表演的评价包括表演和口语两部分，也可由学生评价，给出等级。

在平时教学中,我十分注重进行口头英语操练。初听时,以模仿为主,并配合实物和课件进行,使提问构成一定的情景,此时提的问题一般简短,易听且易学会说。随着知识的不断深化,提问的形式也作了相应的变化,逐步训练起思维的灵活性和广泛性,这样既掌握了听说的能力又培养了思维能力。

以上是我针对初中学生的年龄、心理特点,在认真学习新课程标准的基础上,在听说方面的一些个人的探索。英语教学的改革正向纵深发展,我会继续努力,认真钻研,不断改进教学方法,争取取得更好的效果。

从语言学习的规律来讲，任何一种语言首先是有声语言，口语是第一性的，书面语是第二性的，它是口语的记录。毫无疑问，听与说是第一性的，是不可分割的。听而不说或只说不听，在理论与实践上都是说不通的。在语言教学的初级阶段首先应是听说教学。平时我们尝试一下几种方法觉得效果提高学生的英语听说能力很明显：

一、在课堂上尽量使用英语教学

作为英语这门语言来说，最起码的功能就是交际。英语的教学目的是培养学生运用英语的能力，这种能力只有在大量的接触英语、使用英语中才能较快地培养起来。因此，有目的的培养学生的听说能力是教好英语最关键的一个环节，忽视了这个环节，必然会事倍功半。正如《大纲》所说：“为了使学生的英语与客观事物建立直接联系，提高英语教学的效果，在英语教学中要尽量使用英语，而对于用学过的英语解释不清楚的教学内容，可以适当地利用母语”。在英语教学中，教师有必要多用或全部用英语组织教学，如新课介绍、句型操练、布置作业、练习讲评等，还可利用各种场合与学生用英语交谈，给学生创造一种学习英语的环境。一开始，学生怕说不好或者出错被别人笑话，所以“金口难开”，畏惧心理很严重。教师要设法减轻学生的心理负担，鼓励他们多说简单的英语，要求课间学生用英语对话，尽可能增加学生听说英语的机会。

二、排除开口难的的心理障碍

帮助学生克服听说英语的心理障碍不仅十分必要，而且完全可行。一般情况下，影响学生听说能力提高的因素很多，但心理因素不容忽视。因此，当初一年级的新生刚开始接触英语时，我们就鼓励他们多听、敢说、大声朗读，以克服他们怕羞、畏难、不敢开口的心理。对于学生口语中出现的一些错误，我的态度是“流利第一、基本正确”即可，一般不当场指出学生的错误，而是采取过后纠正或暗示的办法，这样就有效地保护了学生听说英语的积极性。坚持用英语组织教学以及结合教材坚持值日生用英语汇报制度，也是提高学生听力水平的有效办法。

在课堂教学中，精心设计课堂教学语言，以“尽量使用英语，适当利用母语”为原则，努力营造良好的英语学习氛围。在进行“五步”教学过程中，我尽可能用学生学过的英语知识介绍将要学习的新语言，学生开始听的有些吃力，我就辅之以表情、动作等，帮助他们理解；用演示图片、实物等方法缩短学生与教材内容之间的距离。如在教“look out of the window”时，教师向窗外望同时说“I am looking out of the window”这时学生对这个词的意义、用法就一目了然了。在组织“现在进行时”的操练时，既可借助动作，也可借助简笔画进行教学，效果较好。另外，要多提供给学生自我表现的机会，增强学生说的勇气，提高他们说的自信心。经过一段时间的坚持训练，师生之间基本可以达到配合默契的程度。与此同时，每节课前，我都要利用几分钟时间让学生上讲台作值日汇报。报告内容有浅入深，如初一年级学生摄取的语言信息量少，他们除了完成日常的报告内容外，还可请别人回答问题及讲一些简单的故事等，这样既活跃了课堂气氛，又提高了学生的听力和口语表达能力。此外，充分利用现代教育手段和教具，让学生在“身临其境”中活跃、主动地学习，也可有效地提高学生的英语听说水平。

三、利用教材进行训练学生的听说

教师在教学中要用好口语录音带和听力录音带，坚持经常听、反复听，以达到听音会意和听音辨音的目的。学生接受系统的听力训练，是提高学生听说能力的重要途径。和听力一样，说的能力同属于口语能力。在现代生活里，人们对口语的认识有了很大的改变。作为教学手段，口语训练又是培养阅读和写作能力、学习语音、语法和词汇能力的重要方法。教师应启发和引导学生进行形式多样的对话、游戏及认真唱好英语歌曲，同时可以有效地激发学生学习英语的兴趣，锻炼和提高学生的听说能力。

四、利用电化教学，培养学生听说能力

利用现代化教学手段，把多媒体引入英语课堂教学，是英语教学发展的趋势和必然要求。视听结合易于加深印象、强化记忆；录音能提供标准的语音、语调，便于学生正确模仿，对培养听说能力极为有利。通过听录音，可以给同学们提供模仿标准语音、语调的机会，潜移默化的使他们掌握了地道的英语，培养了学说流利的口语和良好的语感。学生在看了一段录像或电影后，教师可把声音去掉，让学生借助画面进行语言表达的训练。总之，教师必须充分利用直观教具和电化教学辅助手段，改革更新的教学方法，促进教学的现代化，促进英语教学质量的进一步提高。

五、利用好课外活动

经常性的开展丰富多彩、形式多样的英语课外活动，加强学生的语言实践 开辟英语角，在学校图书室里安排一个特定的地方，学生到这个地方，要用英语会话。介绍书籍、借阅书刊杂志、介绍自我、全部使用英语。

总之，学生听说能力的培养是初中英语教学中的一项重要任务，仅靠课堂上的教学是很不够的，还需要课内外结合，增加听说实践的机会，以弥补外语环境的不足。增强听说能力的培养是当今外语教学的趋势。我们要认识到，随着英语的普及化，听说的天地远比读写的天地广阔。如果一个读完中学的初中生，听力和口语还是一个“低能儿”，这无疑是一种遗憾。因此，我在近几年英语听说训练的教学实践与探索中，由于教法得当，不仅师生关系密切融洽，学生的智力也得以开发，教学成绩也较好。我认为，教师只要有意识、有目的、有计划地对学生进行系统训练，不断地深化教法改革，才能有效地提高学生的听说能力，从而较好的实现初中英语教学的目标。

第五篇：中国知识产权与科技创新作用实证研究

中国知识产权与科技创新作用实证研究

本文运用科学哲学的基本原理，以西方新制度经济学的视角，系统地分析了知识产权、科技创新与知识动力之间的关系，阐明了在保护知识产权的前提下，经济的繁荣不仅要依靠科技创新，也要依靠知识动力。

本文共分四部分，系统地阐述了在知识产权保护下，对科技创新及知识动力的若干问题之间相互作用，以厘清彼此的机制。对知识产权与科技创新互动进行阐释和分析，寻求解决问题的对策。第一部分，着重对比了国内外知识产权的基本状况，突出了知识产权保护过程中若干表现及问题。第二部分，在科学哲学的动力学理论指导下，深入分析了知识动力与科技创新及其产权的本质，逻辑地导出了这样的结论：“只有保护知识产权，科技才能创新；只有通过知识动力系统作用才能实现科技创新；只有知识创新，社会与经济才能真正繁荣”。第三部分，针对性地确证了阻碍科技创新和知识动力作用的瓶颈问题。第四部分，对于中国知识产权与科技创新双重作用及其改革，提出了一些对策性思考，有助于实现知识产权与科技创新的双重，并提出一些预案及对策，力争繁荣经济，增强科技创新，激励市场活力。