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

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.Thereasonsforstudents'poorlisteningability1.1InadequateEnglishlearningenvironment1.2Oldteachingbeliefsandmethods1.3Barriersoflisteningcomprehension1.3.1Barriersofphoneticsandphonology1.3.2Barriersoftempo1.3.3Barriersoflexicologyandgrammar1.3.4Barriersoflisteninghabits1.3.5Barriersofculturalbackground1.3.6Barriersofpsychologicalfactors2.Thestrategiesforimprovingstudents'listeningability2.1Pre-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TheReasonsandtheStrategiesforJuniorMiddleSchoolStudents'PoorListeningAbilityAbstract:Inmodernworld,languageteachingtheorieshighlyemphasizetheeffectofalistening"onthelearningandtheuseoflanguage.TheteachingofEnglishlisteningisateachingoflanguage,aswellasatrainingofability.Ofthefourskills-listening,speaking,readingandwriting,listeningisthebasic,andamostimportantpartofEnglishteachinginjuniormiddleschools.Itisnotonlythemainwayofacquiringlanguageinformation,butthebasisofimprovingotherfourskills.Therefore,juniormiddleschoolstudentsregardthelisteningtestasthemostdifficultpartofawholetest.Inthispaper,theauthorstartswiththeconditionsofjuniormiddleschools'listeningteaching,analyzesthereasonsforjuniormiddleschoolstudents'poorlisteningabilityandtriestosuggesttheeffectivewaysofimprovingtheirlisteningability.AbstractjuniormiddleschoolstudentslisteningabilityreasonsstrategiesTheReasonsandtheStrategiesforJuniorMiddleSchoolStudents'PoorListeningAbilityIntroductionListeningisessentialfordevelopingotherskillsandprovidesabasisforlanguagelearning.Itisalsothemostdifficultofallthelearningskillsforlearnerstomaster.Whenlistening,listenersfollowthespeaker,thinkingaboutwhatthespeakerissayingandwhatisgoingoninthemindofthespeaker,guessingthespeaker'sopinionsandattitudesandcatchingthetruemeaningofthespeaker'swords.Listeningitselfaccountsforalmosthalfofthecommutativeactivitiesinone'sdailylife.Inaddition,learnersshouldhavetheknowledgeofphonetics,vocabularyandgrammar.Somanylearnersareafraidoflistening,lookingonitasmoredifficultthananyotherskills.Instead,theypaymoreattentiontotrainingtheirabilitiestospeak,readandwrite.Therefore,inthispaper,theauthoraimstoanalyzethereasonsforjuniormiddleschoolstudents'poorlisteningabilityandtriestosuggestsomeeffectivesolutionswiththehopeofimprovingtheirlisteningabilityinfutureEnglishteaching.1Thereasonsforstudents'poorlisteningabilityAsoneofthemostsignificantwaysinEnglishlanguagecommunication,listeningisveryimportantforlanguagestudy.Butalotofstudentsregardlisteningcomprehensionasthemostdifficultpartamongallkindsofexaminationsduetothefollowingreasons.1.1InadequateEnglishlearningenvironmentEnglishteachingandlearningaskforquitesomechallenges.Thechallengesaretheshortofadequatelinguisticenvironment,thestronginterferencefromtheirmothertongue,theovercrowdedclassroomsandthelackofsufficienttimeforEnglishstudyonthestudents'side.Injuniormiddleschools,itistruethatChinesestudentsarenotsoinfluencedasthoseinWesterncountriesmainlybecausetheyarelackofself-confidenceandtheyareafraidofmakingmistakes.InChina,Englishisaforeignlanguage(EFL),notasecondlanguage(ESL).BothstudentsandteachersaredoingtheirjobsunderthisconditionwhichisquitedifferentfromthatEnglishspeakingcountries.Forexample,ChineseimmigrantstudentsinCanadacanlearnEnglishmorequicklythanthoseinChina.Why?BecauseEnglishinCanadaisregardedasitssecondlanguage.TheyhaveamuchbetterEnglishenvironmentandhighermotivations.AbetterEnglishlearningenvironmentisalsoneededinChina.WhatstudentsinChinaneedisjustanauthenticlanguagelearningenvironment.1.2OldteachingbeliefsandmethodsWhatmostteachersdoinclassismerelytoplaytherecorderandcheckanswerstolisteningexercises.Asaresult,moststudentscanhardlylearnanythinginclass,andlisteningcomprehensiongivesmuchheadache.What'smore,teachersofEnglishinChinaareplacedunderaseriousdisadvantage.ItisusuallydifficultfortogotostudyorworkinthecountrieswhereEnglishisspokenthem.EvenworsemostofthemhavenoopportunitiestogoabroadtomakefurtherEnglishstudy.TheyhavelearnedEnglishonlyinChina.So,wecansaythattheirEnglishteachingmustbeinfluencedbytheirmothertongue.Inaddition,theyareaccustomedtousingtheoldteachingmethod,whichlaysmoreemphasisongrammar.Inordertomakethemselvesunderstoodbyallthestudents,someteacherswouldexplainthegrammarrulersoreventhetextsinChineseratherthaninEnglishinclass.Therefore,studentshavefeweropportunitiestobeexposedtoEnglishlistening,letaloneimprovetheirlisteningskills.1.3BarriersoflisteningcomprehensionListeningcomprehensionistheintegrationoftwoaspects-hearingandunderstanding.IfyouhaveabetterlevelaboutEnglishknowledge,youmaybecapableofunderstandingverywellinlisteningtothematerials,andmayhaveaperfectresponsetoanyquestionaskedbythespeakersonthetapes.1.3.1BarriersofphoneticsandphonologyAccordingtoDai(2002),“phoneticsisdefinedasthestudyofthephoneticmediumoflanguage,andphonologystudieshowspeechsoundssysteminalanguageformpattern1"English,asanewlanguageforChinesestudents,usuallyappearssomeproblemsexactlyonphoneticsandphonology,suchasthemistakesonpronunciation,intonation,andallkindsofskillslikeassimilationwordstress,sentencestress,motionofsound,sound-linkingandincompleteexplosion,etc.ThereforesomebasicknowledgeaboutEnglishphoneticsandphonologywilldirectlyinfluencestudents'listeningcomprehension.Sodesigningsomeinterestinggamesistoletstudentsdiscriminatethedifferentpronunciation.Thekeypointisguidingstudentstofindthedifferencethemselves.Forexample,mostChinesestudentsfindthediscriminationofsomesoundisaprobleminlisteningcomprehension,especially,somevowels.e.g.,theycanhardlydistinguishthewordslike-meat”"meetbegg.Inasentencelike“Heseatshimselfbehindthedesk."seat/sveryimportantinunderstandingthesentence,butsomestudentsjustrecognizeitassit/sit/.1.3.2BarriersoftempoForthetempo,itmeansthespeedofspeaking.Anactorwhoisgoodattonguetwisterscancontrolitverywell.Somepeopleenjoymorevariationintempothanothers,buteveryonehasanormwhichincharacteristicofhisusualconversationalstyle.OnetendstousearapidtempoineverydayspeechinEnglish,butChinesestudentsusuallydon'thavesuchatempoinlistening.Althoughsometimestheycanspeakveryfast,theymaynotcatchupwiththematerialsonnormaltempowhilethey'relisteningtoatape,especiallytoalongerconversationorapassage,thatstheirproblems.Becausetheyonlyusedtolistentoteacherswhoalwaysreadundertheaveragespeedindailylife,orusedtoslowconversationswiththeirpartnerswhilepracticingoralEnglish,that'swhyChinesestudentscannotsuittheneedofnormalspeedlisteningmaterialsornativespeakers.Teacherscanhelpstudentstoformagoodsensation.Studentscantrainthetempothroughreading,becausetherearemanyskillsonit.Englishteachersshouldtakeeffortstoteachstudentshowtolearnsomeknowledgeaboutsentencestress,rhythm,soundandintonation,etc.So,duringintheclass,oratthebeginningoftheclass,teachercandesignagameorcompletionaboutreading.Thestudentwhoisthewinnercangivehim/herapresent.Ifdoingsoallthetime,students'sensationcanbeimproved.1.3.3BarriersoflexicologyandgrammarOntheprocessoflisteningcomprehension,listenersshouldnotonlydotheexercisesofsoundrecognition,butalsolearnmorevocabulary.Ifanewwordappearedwhilethey'relistening,theyllfinditdifficultforthemtounderstandthewholemeaning,evensomestudentsstoptolistenandthinkaboutoverandoverthenewwordtheymetbeforewhilethematerialaregoingon.Sodoesthegrammar.Grammarcanhelpustocatchtheimplicationofthevocalsounds,andunderstandthemwell,anditisalsotheessentialconditionofawholepassagecomprehension.Itgivesusabasisforjudgingwhentheactionhappens,whoistheoperatororsupporter?Whatisthefactualevidence?Whetheritisthesubjunctivemood?etc.Onlydostudentshaveasolidfoundationongrammar,theymayhaveaprobabilitytoachievegoodresultswhileyouarelistening.1.3.4BarriersoflisteninghabitsForthelistening,themainpurposeistounderstandthegeneralideaofthematerials.Duringtheprocessofthelistening,theyshouldtrytocatchthemajorcontent,which'sthekeypoint.ButmanyChinesestudentshavesomebadhabitswhilelistening.Forexample,theyalwaystrytheirbesttogetthemeaningofeachwords,eachsentences.Oncetheymeetanewwordoradifficultysentence,theywillstoptothink.Itisdoubtlesstheycan'tcatchupwiththespeedanymore.Stillsomestudentscan'tdirectlyunderstandmaterialsinEnglish,butwiththehelpofChinese,theyexperiencedtheprocessofahearttranslation.Thesebadhabitsarethemainfactorsinfluencingtheirlisteningcomprehension.Infact,itisunnecessarytoknoweveryword,everysentence.Theyonlyneedtocatchthemainideaandgraspthemajorpoint,that'senough.Iftheyjustgivealltheirattentiontothink,theycan'tcatchupwiththematerials,andalsothat'sthereasonwhytheydon'thaveadequatetimetoattendtothemaincontent,evencomprehendthemeaningsofit.Therefore,itisnecessaryfortheteachertopointoutthebadhabitsofthestudentsandthenhelpthestudentsformgoodhabits.Herearesomebadlisteninghabitsonlistening,whichareparaphrasedbelow.AccordingtoLiu(1996),apoorlistenerhasthefollowingcharacteristics:he/shewill/turnoffhisorherearsassoonasheorshedecidesalisteningtaskisgoingtobedull;he/shelistenstoonlyfactsandignorestheideas;he/shewillfixhisorhereyesontheteacherortheblackboard,thenrelax,ordosomethingelse,expectingtogettheinformationoutofthetapescriptslater;he/shewilluseverylittledistraction-footsteps,adooropeningorclosing,acough,adroppedbookasanexcusetostoplisteningtotherecordingortheteacher.21.3.5BarriersofculturalbackgroundLanguageisakindofculturalexpression.ItisnecessaryforstudentstoknowsomebackgroundabouttheEnglish-speakingcountries,suchasthehistory,culture,customsandhabits,evenlifestyles.Manystudentslackofthesekindsofknowledge,nowondertheyarealwaysmakingmistakesaboutthem.Forexample,ifteachersgivetwopiecesofpassageforthemtounderstandtheformer,becauseSpringFestivalisthetraditionalfestivalinChina,everybodyknowsitverywell,that'shelpfulfortheirunderstanding;howeverthelatterabouttheThanksgivingday,studentsknowlittleaboutit.Itisnoteasyforthemtounderstand,evenverydifficultforthemtoanswersomequestionsaboutit.Listenersshouldbaseontheirbackgroundknowledgeaboutthetopicandtheirexperienceofhowtalksonsuchthemesarestructured(asinthecaseoflisteningtonewsorweatherreports)besidestheirunderstandingoflanguageformsrelatedtothesubjectarea.1.3.6BarriersofpsychologicalfactorsItisveryimportantthatstudentsshouldhaveagoodstatewhilelistening.Studentsshouldknowclearlythatlisteningisthefirststepofanylanguagelearning,theyshouldpaymoreattentiontolearningitwellatthebeginning.Theprocessoflisteningcomprehensionisaverycomplicatedpsychologicalone.Linguiststellusthatitiseasyforonetoproducefearswhenheisathisnervousness.Ifstudentsmeetsomewordsorsentencestheydontunderstandbychance,theyllhavethefidgets,evensomestudentsareafraidoflisteningattheverybeginning.Theyhaveplacedallsortsofobstaclesontheimportantinformationinvisiblyandmakethemlesseffective,thoseloweredthedegreesoflisteningcomprehension.Ontheotherhand,eternallinks,suchasthenoisemadebyinsideoroutsidefactors,thequalityoftherecorders,theloudnessandthearticulationofthesounds,etc,mayallbecomeobstaclesinfluencingthestudents'listeningwell.Zhang(1996)claimed,psychologicallinguisticsregardslisteningisinvolvedwiththeperceptionofalanguage:Perceptionistoturnthevoiceintomeanings,anditisananalysisofthelanguagesignalperception.Theprocessofthelanguageperceptionisanactivityoftheshort-timememorization.32.Thestrategiesforimprovingstudents'listeningabilityIfteacherswanttotrainandimprovestudents'abilityinlisteningcomprehension,theyshouldcombinedailyteachingwithfollowingpoints.Firstofall,inEnglishclass,teachersshouldtrytoorganizetheirclassesinEnglish,which'sthemosteffectiveway,studentscanconcentratetheirattentionwhilelisteningtoEnglish.Teacherscanalsoknowfromtheexpressionsinstudents'eyesiftheyunderstand.Second,usingthefirstfiveminutesefficientlybeforetheclass,ortherevisiontime,askstudentstolistentotheradios,televisionprogrammersinEnglish.Neverbeafraidofit.Psychologicalqualityisquiteimportantfordoinganything,sodoeslisteningcomprehension.Foreignlanguagelearnersalwayscomplainthatlisteningisthemostdifficultonetoacquireamongthefourskills-listening,speaking,reading,writing.Toteachlisteningbettershouldfocusonprocess.Ithavethreesta