Junior English Listening Teaching Analysis and Countermeasures

1、junior english listening teaching analysis and countermeasures with the promotion of the new curriculum, secondary school english listening behind a certain improvement in the situation, but with the development of the times, to put forward higher requirements for hearing. new standard of listening

2、skills in english to describe the objective is: according to understanding of tone and stress the intention of the speaker, to understand the conversation about a familiar topic, and to extract information and views from the can with words to overcome obstacles context, understanding the effect, clo

3、se to normal speed can understand the story and narrative, understanding story of a causal relationship, in the process of listening to the appropriate response, to hear the contents of the record for simple information. therefore, in the normal teaching of a planned and purposeful training and impr

4、ove their listening skills, teaching model to create effective listening for play an important role in achieving this goal. first, the current status of junior high school english teaching (a student difficulties 1. psychological factors. some of hearing students with lower levels of lack of confide

5、nce on hearing, hearing always feel very difficult, a fear, the more afraid of yueting do not know, resulting in the phenomenon of panic. especially in the listening material itself speaking speed or noise too many cases, more difficult to enter the role, eventually leading to the brains ability to

6、reduce access to information, and even the brain to hear the last blank. some of the better hearing students, often lightly when listening to the contents of a simple, sloppy, and in difficult to listen to the content was extremely anxious shiyou. still have some students have spent some effort, but

7、 with little success due to various reasons, therefore, reluctant to invest the necessary energy to raise the level of hearing. 2. language knowledge. listening is the sum of listening and understanding, is to use a variety of language knowledge and listening skills by listening to the content on pr

8、ocess, accept the process and grasp the extent of knowledge of the language listening comprehension directly affect speed of response. if the voice , the students themselves pronunciation, making it difficult to correctly understand the spoken language, the lack of italian group to identify the sent

9、ence suspended, loss of blasting, re-read the word, the weak reading, linking, assimilation, elisions, plus audio and other voice phenomena. in the vocabulary , less vocabulary, usage, unskilled, and so to grasp the meaning narrow range will cause hearing loss. many students heard the words to stres

10、s, to focus on the meaning of the word in the search, the interrupted train of thought, the result of the sentence or understanding of the whole. in grammar, but also confused, tense, voice, use of conjunctions, verbal expression can not be flexibility in the use of idioms. 3. listening skills. stud

11、ents just getting started with listening material, i do not know where to start, and some looked around to get after materials, some of the material under zhuojiao wait broadcasting, most students will not lose time for fast reading. broadcasting started after some students because there is no one w

12、ord or hear a sentence and stagnant thinking, thus affecting the answer qita items, some students are not good to do in the hearing process records, can not grasp the main message, as well as students of time and the price of relatively slow conversion of numbers, dates and names of discernment or t

13、he habit of poor translation of the chinese one by one, thus affecting the response speed and memory effects. broadcasting the end, some students rush to fill in the answers, guess not filled under the scenario. 4. cultural background. students narrow reading of some british and american peoples way

14、 of life, customs and lack of understanding, can also affect hearing, such as name (name, hello (greeting, thanks (thanking, farewell (farewell, etc., in western express different. the name, for example, have a hearing problem, ask students to listen to a conversation, and then write the interlocuto

15、rs of the family name, and hearing the contents of which appeared tom white, some students put the answers written in tom, everyone knows, on the contrary, thus creating an error. (b teachers teaching of listening in everyday english teaching, although teaching has caused hearing universal attention

16、 of teachers, many teachers are constantly improving methods of teaching listening, but there are still some problems. 1. the direct of the problem. in the training process hearing, some teachers let students listen blindly, do not pay attention to the students of learning, such as: no voice guide s

17、tudents to read some of the book, and does not guide students to read mature and become familiar with some of the basic words and phrases commonly used words, so that students do not take for granted. teacher training should be strengthened in the hearing of students listening skills, such as new wo

18、rds and language, capture the main ideas and the ability of specific information and so on. 2. the overall understanding of the problem. communicative process of understand does not understand a word, sentence, it is important to understand a complete text. english vocabulary is rich in content, the

19、 same words in different sentences have different meanings. the same sentence appears in a different context, the meaning of the expression is different. to really understand an essay or dialogue, only the light of the specific context, possible achieved for the entire reading. therefore, teachers s

20、hould not be overlooked in the training of listening comprehension training in this area. to the word well, for example, have the following meanings: health, such as: im very well. fat words used in a sentence, such as: well, im ok. well, such as: thats a well. can understand the sentence, is hearin

21、g the basic requirements of training, and training to listen to a paragraph, chapter of the understanding, the signs listening to a certain height. we should aim for teachers, training students to practice listening. 3. training purposes the problem. in hearing before training, we must allow student

22、s to hear a clear mandate, with a mission to listen to material. some students only know to look at the issue after listening to recorded material, but did not listen to material with a problem. can be seen, there is neglect of listening to english listening and purpose. we need to take measures, fi

23、rst set the listening task, and do not ignore the easier issues first, the principle of progressive approach to select the appropriate listening material, which is training effect , lasting success of the training and even training has a direct impact. 4. emotional control problems. some of the basi

24、s of poor students in listening to english, prone to anxiety, fear, lack of self-confidence and other psychological disorders. in order to avoid students have this fear of difficulty, teachers should encourage students to build confidence and overcome anxiety psychological adjustment of students in

25、the process of listening to the emotional and so on. the survey that the students want to obtain as soon as possible the ability to listen, to understand the true joy of english. however, adhere to the listening exercise training is also a will and mental perseverance. teachers should tell students

26、that with perseverance, proper training, hard work will bring them great fun and soothing joy. second, the level of measures to improve students listening 1. to create an environment to develop habits. teachers in lesson preparation should be conscious use of classroom language, speak english in cla

27、ss as much as possible, and use the students have learned the language of the english language to explain the new phenomenon, progressive approach to repeated training in the limited time as much as possible for students to listen to english, many feel the language information of the stimulus. in th

28、is way, students naturally have exposure to english, so as to achieve the purpose of strengthening the training of listening comprehension. in learning new teaching materials, teachers should let students closed the book the listen to teachers with the background knowledge and story text, and text r

29、ecording lectures and answer questions based on the content of the hearing, and finally opened the book to read the text. this allows students to cultivate the habit of listening carefully. in the hearing training, teachers should be less that what they learn to provide visual images or aids, teachi

30、ng scene of the hearing, communication technology, training students to think in english directly to the ability to exclude the interference of mother tongue. 2. stimulate interest and enhance confidence. language is a sound physical, listening as a means of access to information, much more difficul

31、t than watching. encounter did not understand a word or statement, often nervous, too late to analysis, reflection, resulting in leakage listen. the more we understand the more nervous, more nervous the more can not remember, thus affecting the understanding of the full text. therefore, the teaching

32、 should pay attention to interest students listening in the classroom to create a relaxed and harmonious atmosphere, efforts to eliminate fear of students , frustration, resentment and the psychological barriers. listening requires thought highly concentrated, so the timing should not be too long, a

33、nd difficult to control the listening comprehension, introduce some background knowledge, as appropriate, on the blackboard to write words, phrases, etc. to reduce barriers to listening comprehension, listening to flexible forms, such as word recording, recording a single sentence, dialogue recordin

34、g, recording stories, and together with video, pictures, action, image and other teaching methods, to introduce competition into the teaching of listening, such as group competitions, male and female competitions to stimulate interest in the students listening, listening to mobilize their enthusiasm

35、, so that each student can enjoy the joy of success and achievement, thereby having the effect of good listening. 3. language teaching, lay the foundation. phonetics, vocabulary, grammar is the language of three basic elements of english learning. to improve their english listening ability, must sta

36、rt from the basic knowledge of the language. first, the voice of knowledge should break off. knowledge of english pronunciation includes six aspects: not completely burst, italian group, linking, assimilation and aphonia sounds, sentence stress and intonation. only familiar with these changes in ord

37、er to correctly understand the spoken words, phrases and sentences mean. secondly, with the united states should have a british accent sounds different. listening comprehension each dialogue, discourse, discourse is made up of sentences, and sentences the basic unit is the word or phrase. in the pro

38、cess of listening, we can imitate out to hear the pronunciation, but if do not have a certain vocabulary, and its representatives will not be able to link words, it can not know the meaning it represents. therefore, the size of vocabulary in one aspect of the decision of the listening comprehension

39、level. grammar is also the case, it is to help us to correctly understand the audio material conditions necessary for us to correctly judge the action takes place, the action execution or bearer, and visualization, to provide the necessary basis. if the grammar is not solid, to will directly affect

40、the listening comprehension. reposted elsewhere in the paper for free download 4. selection of materials, enhance the effect. choose from easy to difficult the gradual deepening of the system materials, such as: from words to phrases from phrase to phrase, from the long sentence to the essay, from t

41、he passage to the spot and slowly in-depth, select the relevant teaching materials close to the anglo-american culture and customs of the material, try to make students more exposure to different themes, with new material characteristics, selection speaking more context clear, strong communication w

42、ith students living close to the material, students in a real resilience in the context of full use of electronic teaching tools, the creation of certain communication scenarios to life scenes to move the classroom, as students understand the topic in everyday life situations to create the condition

43、s. thus, if the time allows students to listen to the ground, happy to participate and get involved in listening training. 5. focus on strategies to improve ability. training in listening and reading: that after listening to a recording twice, to imitate to read. psychological research shows that yo

44、ung people in pronunciation, movements, habits, strong ability to imitate. when students repeat it after carefully re-read the sentence try to figure out, weak reading, sparks rules, which have some reading skills. therefore, teachers should be conscious in the classroom to teach, such as voice stre

45、ss, rhythm, sound changes, tonal and intonation knowledge. once students have mastered a certain amount of reading skills, to imitate them to bang, there are cavity tune, go listen to british and american people speak english, it is not language but the accent was. i heard the training: listening, s

46、peaking, training of secondary school, including question and answer and hear repeat listening and so on. listening to the question and answer is to allow students to listen to the sentence, dialogue or short answer questions. this requires the students while listening to the sentence according to t

47、he different wh-type and different hearing to determine different focus. listen to a conversation the two sides to listen to the speakers identity clearly, speaking topics and locations. listen to essay the characters to bring the story (who, the theme (what, happened location (where, time (when and

48、 how and why such issues, pay attention to capture the text of the relevant information, the purpose is to develop students ability to understand the semantics. listening mainly hear oral repeat repeat some of the content is generally text paragraphs, the teacher can write key words or images, the p

49、rojector requires students to listen and repeat after. teacher training in listening to the students exposed summarized the problem in a timely manner, analyze the reasons to explain the speech of targeted knowledge and knowledge of grammar to help students overcome pronunciation, vocabulary, gramma

50、r obstacles, to hold on to listen to the theme of the content, so that the students solve the problem, step by step process of acquiring knowledge to improve hearing. dictation with: dictation training can enable students to knowing the progressive development of listening ability and enhance the se

51、nsitivity of the language, improve memory, enhance listening comprehension. dictation dictation should pay attention to improve their speed, because the hearing record reflects the mental agility speed degrees. usually has lectures training methods can be used in the text of the sentences, paragraph

52、s, rewritten or abbreviation of the text, lectures original lyrics text, commenting upon the information written essay, can also be used for dictation. dictation through a phase of training, students listening dictation accuracy and the speed will be increased, but also to consolidate the students k

53、nowledge of grammar. combination of intensive listening and extensive listening: intensive listening, that is, students not only to understand the meaning of the article, but also to understand every sentence, every word. intensive listening is to develop the basic skills to listen, to do fine, fine

54、, quasi- . to enable students to listen to fine details of the article, the priority of the main contents of the article and provided clues, answer questions based on the contents of the article, based on extensive listening strive to deepen the understanding of the material. extensive listening, is

55、 not allowing students to hear material requires understanding every sentence, every word, but mainly to seize the whole discourse to the effect, you can understand the central idea. in extensive listening training as possible so that students have more exposure to different types, styles and differ

56、ent hearing the sound sources of materials to familiarize students with a variety of contexts, which students of english perception. 6. emphasis on skills to deal with examinations. listening skills, including voice skills and comprehension skills. voice techniques, including linking, weakening, los

57、s of blasting, sentence stress, meaning by such groups. and comprehension skills is to listen to the contents of the search, prediction, trade-offs and other techniques. mastered the skills to play a multiplier effect, so to teach the students the following skills. before listening: to prepare thems

58、elves to overcome the fear of emotions. listening to the material before, losing no time, quick questions and capture of all available options from the title and get the information and forecasts on the possible questions. in the listening test, each before reading problems usually have the time lef

59、t to prepare students to read questions after a short time left to students to make choices. therefore, the students listening as much as possible before you make full use of the recording gap, early reading questions on the contents of papers and the related choice of items to be selected, for a limited period of time viewing your questions quickly and efficiently written materials, and thus have a general understanding of the content questions, be aware of. this recording will be targeted to listen to and improve the listening co