英语专业本科毕业论文模板初中生英语听力薄弱的原因及对策

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1、英语专业本科毕业论文模板英语专业本科毕业论文模板呼伦贝尔学院（初号）本科学期论文（小初）题目：（3号）班级:姓名：Outline:Introduction1.Thereasonsforstudentspoorlisteningability1.1InadequateEnglishlearningenvironment1.2Oldteachingbeliefsandmethods1.3Barriersoflisteningcomprehension1.3.1Barriersofphoneticsandphonology1.3.2Barriersoftempo1.3.3Barriersoflexi

2、cologyandgrammar1.3.4Barriersoflisteninghabits1.3.5Barriersofculturalbackground1.3.6Barriersofpsychologicalfactors2.Thestrategiesforimprovingstudentslisteningability2.1Pre-listeningactivities2.2While-listeningactivities2.3Post-listeningactivitiesConclusion:初中生英语听力薄弱的原因及对策摘要：现代语言教育理论高度重视听”在语言学习和语言使用中

3、的作用。听力教学既是一种语言教学，也是一种能力的培养。在听、说、读、写四个技能中，听是最基础的，也是初中英语教学的一个重要组成部分。它不仅是获取语言信息的主要途径，还是提高其他技能的基础。因此，许多初中生认为听力能力的测试是所有测试中最难的部分。本篇论文介绍了现在初中英语听力教学的情况，并分析了初中生英语听力薄弱的原因，同时作者对如何提高初中生英语听力能力提由了自己的见解。关键词：初中生听力原因策略TheReasonsandtheStrategiesforJuniorMiddleSchoolStudentsPoorListeningAbilityAbstract:Inmodernworld,l

4、anguageteachingtheorieshighlyemphasizetheeffectofalisteningonthelearningandtheuseoflanguage.TheteachingofEnglishlisteningisateachingoflanguage,aswellasatrainingofability.Ofthefourskills-listening,speaking,readingandwriting,listeningisthebasic,andamostimportantpartofEnglishteachinginjuniormiddleschoo

5、ls.Itisnotonlythemainwayofacquiringlanguageinformation,butthebasisofimprovingotherfourskills.Therefore,juniormiddleschoolstudentsregardthelisteningtestasthemostdifficultpartofawholetest.Inthispaper,theauthorstartswiththeconditionsofjuniormiddleschoolslisteningteaching,analyzesthereasonsforjuniormidd

6、leschoolstudentspoorlisteningabilityandtriestosuggesttheeffectivewaysofimprovingtheirlisteningability.AbstractjuniormiddleschoolstudentslisteningabilityreasonsstrategiesTheReasonsandtheStrategiesforJuniorMiddleSchoolStudentsPoorListeningAbilityIntroductionListeningisessentialfordevelopingotherskills

7、andprovidesabasisforlanguagelearning.Itisalsothemostdifficultofallthelearningskillsforlearnerstomaster.Whenlistening,listenersfollowthespeaker,thinkingaboutwhatthespeakerissayingandwhatisgoingoninthemindofthespeaker,guessingthespeakersopinionsandattitudesandcatchingthetruemeaningofthespeakerswords.L

8、isteningitselfaccountsforalmosthalfofthecommutativeactivitiesinonesdailylife.Inaddition,learnersshouldhavetheknowledgeofphonetics,vocabularyandgrammar.Somanylearnersareafraidoflistening,lookingonitasmoredifficultthananyotherskills.Instead,theypaymoreattentiontotrainingtheirabilitiestospeak,readandwr

9、ite.Therefore,inthispaper,theauthoraimstoanalyzethereasonsforjuniormiddleschoolstudentspoorlisteningabilityandtriestosuggestsomeeffectivesolutionswiththehopeofimprovingtheirlisteningabilityinfutureEnglishteaching.1ThereasonsforstudentspoorlisteningabilityAsoneofthemostsignificantwaysinEnglishlanguag

10、ecommunication,listeningisveryimportantforlanguagestudy.Butalotofstudentsregardlisteningcomprehensionasthemostdifficultpartamongallkindsofexaminationsduetothefollowingreasons.1.1InadequateEnglishlearningenvironmentEnglishteachingandlearningaskforquitesomechallenges.Thechallengesaretheshortofadequate

11、linguisticenvironment,thestronginterferencefromtheirmothertongue,theovercrowdedclassroomsandthelackofsufficienttimeforEnglishstudyonthestudentsside.Injuniormiddleschools,itistruethatChinesestudentsarenotsoinfluencedasthoseinWesterncountriesmainlybecausetheyarelackofself-confidenceandtheyareafraidofm

12、akingmistakes.InChina,Englishisaforeignlanguage(EFL),notasecondlanguage(ESL).BothstudentsandteachersaredoingtheirjobsunderthisconditionwhichisquitedifferentfromthatEnglishspeakingcountries.Forexample,ChineseimmigrantstudentsinCanadacanlearnEnglishmorequicklythanthoseinChina.Why?BecauseEnglishinCanad

13、aisregardedasitssecondlanguage.TheyhaveamuchbetterEnglishenvironmentandhighermotivations.AbetterEnglishlearningenvironmentisalsoneededinChina.WhatstudentsinChinaneedisjustanauthenticlanguagelearningenvironment.1.2OldteachingbeliefsandmethodsWhatmostteachersdoinclassismerelytoplaytherecorderandchecka

14、nswerstolisteningexercises.Asaresult,moststudentscanhardlylearnanythinginclass,andlisteningcomprehensiongivesmuchheadache.Whatsmore,teachersofEnglishinChinaareplacedunderaseriousdisadvantage.ItisusuallydifficultfortogotostudyorworkinthecountrieswhereEnglishisspokenthem.Evenworsemostofthemhavenooppor

15、tunitiestogoabroadtomakefurtherEnglishstudy.TheyhavelearnedEnglishonlyinChina.So,wecansaythattheirEnglishteachingmustbeinfluencedbytheirmothertongue.Inaddition,theyareaccustomedtousingtheoldteachingmethod,whichlaysmoreemphasisongrammar.Inordertomakethemselvesunderstoodbyallthestudents,someteacherswo

16、uldexplainthegrammarrulersoreventhetextsinChineseratherthaninEnglishinclass.Therefore,studentshavefeweropportunitiestobeexposedtoEnglishlistening,letaloneimprovetheirlisteningskills.1.3BarriersoflisteningcomprehensionListeningcomprehensionistheintegrationoftwoaspects-hearingandunderstanding.Ifyouhav

17、eabetterlevelaboutEnglishknowledge,youmaybecapableofunderstandingverywellinlisteningtothematerials,andmayhaveaperfectresponsetoanyquestionaskedbythespeakersonthetapes.1.3.1BarriersofphoneticsandphonologyAccordingtoDai(2002),“phoneticsisdefinedasthestudyofthephoneticmediumoflanguage,andphonologystudi

18、eshowspeechsoundssysteminalanguageformpattern1English,asanewlanguageforChinesestudents,usuallyappearssomeproblemsexactlyonphoneticsandphonology,suchasthemistakesonpronunciation,intonation,andallkindsofskillslikeassimilationwordstress,sentencestress,motionofsound,sound-linkingandincompleteexplosion,e

19、tc.ThereforesomebasicknowledgeaboutEnglishphoneticsandphonologywilldirectlyinfluencestudentslisteningcomprehension.Sodesigningsomeinterestinggamesistoletstudentsdiscriminatethedifferentpronunciation.Thekeypointisguidingstudentstofindthedifferencethemselves.Forexample,mostChinesestudentsfindthediscri

20、minationofsomesoundisaprobleminlisteningcomprehension,especially,somevowels.e.g.,theycanhardlydistinguishthewordslike-meat”meetbegg.Inasentencelike“Heseatshimselfbehindthedesk.seat/sveryimportantinunderstandingthesentence,butsomestudentsjustrecognizeitassit/sit/.1.3.2BarriersoftempoForthetempo,itmea

21、nsthespeedofspeaking.Anactorwhoisgoodattonguetwisterscancontrolitverywell.Somepeopleenjoymorevariationintempothanothers,buteveryonehasanormwhichincharacteristicofhisusualconversationalstyle.OnetendstousearapidtempoineverydayspeechinEnglish,butChinesestudentsusuallydonthavesuchatempoinlistening.Altho

22、ughsometimestheycanspeakveryfast,theymaynotcatchupwiththematerialsonnormaltempowhiletheyrelisteningtoatape,especiallytoalongerconversationorapassage,thatstheirproblems.Becausetheyonlyusedtolistentoteacherswhoalwaysreadundertheaveragespeedindailylife,orusedtoslowconversationswiththeirpartnerswhilepra

23、cticingoralEnglish,thatswhyChinesestudentscannotsuittheneedofnormalspeedlisteningmaterialsornativespeakers.Teacherscanhelpstudentstoformagoodsensation.Studentscantrainthetempothroughreading,becausetherearemanyskillsonit.Englishteachersshouldtakeeffortstoteachstudentshowtolearnsomeknowledgeaboutsente

24、ncestress,rhythm,soundandintonation,etc.So,duringintheclass,oratthebeginningoftheclass,teachercandesignagameorcompletionaboutreading.Thestudentwhoisthewinnercangivehim/herapresent.Ifdoingsoallthetime,studentssensationcanbeimproved.1.3.3BarriersoflexicologyandgrammarOntheprocessoflisteningcomprehensi

25、on,listenersshouldnotonlydotheexercisesofsoundrecognition,butalsolearnmorevocabulary.Ifanewwordappearedwhiletheyrelistening,theyllfinditdifficultforthemtounderstandthewholemeaning,evensomestudentsstoptolistenandthinkaboutoverandoverthenewwordtheymetbeforewhilethematerialaregoingon.Sodoesthegrammar.G

26、rammarcanhelpustocatchtheimplicationofthevocalsounds,andunderstandthemwell,anditisalsotheessentialconditionofawholepassagecomprehension.Itgivesusabasisforjudgingwhentheactionhappens,whoistheoperatororsupporter?Whatisthefactualevidence?Whetheritisthesubjunctivemood?etc.Onlydostudentshaveasolidfoundat

27、ionongrammar,theymayhaveaprobabilitytoachievegoodresultswhileyouarelistening.1.3.4BarriersoflisteninghabitsForthelistening,themainpurposeistounderstandthegeneralideaofthematerials.Duringtheprocessofthelistening,theyshouldtrytocatchthemajorcontent,whichsthekeypoint.ButmanyChinesestudentshavesomebadha

28、bitswhilelistening.Forexample,theyalwaystrytheirbesttogetthemeaningofeachwords,eachsentences.Oncetheymeetanewwordoradifficultysentence,theywillstoptothink.Itisdoubtlesstheycantcatchupwiththespeedanymore.StillsomestudentscantdirectlyunderstandmaterialsinEnglish,butwiththehelpofChinese,theyexperienced

29、theprocessofahearttranslation.Thesebadhabitsarethemainfactorsinfluencingtheirlisteningcomprehension.Infact,itisunnecessarytoknoweveryword,everysentence.Theyonlyneedtocatchthemainideaandgraspthemajorpoint,thatsenough.Iftheyjustgivealltheirattentiontothink,theycantcatchupwiththematerials,andalsothatst

30、hereasonwhytheydonthaveadequatetimetoattendtothemaincontent,evencomprehendthemeaningsofit.Therefore,itisnecessaryfortheteachertopointoutthebadhabitsofthestudentsandthenhelpthestudentsformgoodhabits.Herearesomebadlisteninghabitsonlistening,whichareparaphrasedbelow.AccordingtoLiu(1996),apoorlistenerha

31、sthefollowingcharacteristics:he/shewill/turnoffhisorherearsassoonasheorshedecidesalisteningtaskisgoingtobedull;he/shelistenstoonlyfactsandignorestheideas;he/shewillfixhisorhereyesontheteacherortheblackboard,thenrelax,ordosomethingelse,expectingtogettheinformationoutofthetapescriptslater;he/shewillus

32、everylittledistraction-footsteps,adooropeningorclosing,acough,adroppedbookasanexcusetostoplisteningtotherecordingortheteacher.21.3.5BarriersofculturalbackgroundLanguageisakindofculturalexpression.ItisnecessaryforstudentstoknowsomebackgroundabouttheEnglish-speakingcountries,suchasthehistory,culture,c

33、ustomsandhabits,evenlifestyles.Manystudentslackofthesekindsofknowledge,nowondertheyarealwaysmakingmistakesaboutthem.Forexample,ifteachersgivetwopiecesofpassageforthemtounderstandtheformer,becauseSpringFestivalisthetraditionalfestivalinChina,everybodyknowsitverywell,thatshelpfulfortheirunderstanding;

34、howeverthelatterabouttheThanksgivingday,studentsknowlittleaboutit.Itisnoteasyforthemtounderstand,evenverydifficultforthemtoanswersomequestionsaboutit.Listenersshouldbaseontheirbackgroundknowledgeaboutthetopicandtheirexperienceofhowtalksonsuchthemesarestructured(asinthecaseoflisteningtonewsorweatherr

35、eports)besidestheirunderstandingoflanguageformsrelatedtothesubjectarea.1.3.6BarriersofpsychologicalfactorsItisveryimportantthatstudentsshouldhaveagoodstatewhilelistening.Studentsshouldknowclearlythatlisteningisthefirststepofanylanguagelearning,theyshouldpaymoreattentiontolearningitwellatthebeginning

36、.Theprocessoflisteningcomprehensionisaverycomplicatedpsychologicalone.Linguiststellusthatitiseasyforonetoproducefearswhenheisathisnervousness.Ifstudentsmeetsomewordsorsentencestheydontunderstandbychance,theyllhavethefidgets,evensomestudentsareafraidoflisteningattheverybeginning.Theyhaveplacedallsort

37、sofobstaclesontheimportantinformationinvisiblyandmakethemlesseffective,thoseloweredthedegreesoflisteningcomprehension.Ontheotherhand,eternallinks,suchasthenoisemadebyinsideoroutsidefactors,thequalityoftherecorders,theloudnessandthearticulationofthesounds,etc,mayallbecomeobstaclesinfluencingthestuden

38、tslisteningwell.Zhang(1996)claimed,psychologicallinguisticsregardslisteningisinvolvedwiththeperceptionofalanguage:Perceptionistoturnthevoiceintomeanings,anditisananalysisofthelanguagesignalperception.Theprocessofthelanguageperceptionisanactivityoftheshort-timememorization.32.Thestrategiesforimprovin

39、gstudentslisteningabilityIfteacherswanttotrainandimprovestudentsabilityinlisteningcomprehension,theyshouldcombinedailyteachingwithfollowingpoints.Firstofall,inEnglishclass,teachersshouldtrytoorganizetheirclassesinEnglish,whichsthemosteffectiveway,studentscanconcentratetheirattentionwhilelisteningtoE

40、nglish.Teacherscanalsoknowfromtheexpressionsinstudentseyesiftheyunderstand.Second,usingthefirstfiveminutesefficientlybeforetheclass,ortherevisiontime,askstudentstolistentotheradios,televisionprogrammersinEnglish.Neverbeafraidofit.Psychologicalqualityisquiteimportantfordoinganything,sodoeslisteningcomprehension.Foreignlanguagelearnersalwayscomplainthatlisteningisthemostdifficultonetoacquireamongthefourskills-listening,speaking,reading,writing.Toteachlisteningbettershouldfocusonprocess.Ithavethreesta