第1篇：中学英语听力教学论文
中学英语听力教学论文
导语：本文通过对英语听力在英语学习、工作中的地位和重要性进行了产生；分析了影响英语听力的各方面因素；在听力训练过程中对各种问题的分析；以及将新旧听力训练的方法进行对比，以下是小编整理的中学英语听力教学论文，希望能够帮助到大家！
摘 要：从关联理论的角度分析高中英语听力的教学策略，重新审视了以往的听力教学模式，分析并实践了以关联理论为指导的新英语听力教学模式，探索了提高高中英语听力教学与听力学习能力的新策略。
关键词：高中英语；听力教学；关联理论
一、高中英语听力教学现状
经过这些年的教学实践与反思，笔者认为，现今的高中英语听力教学主要存在着以下问题：
1、缺乏科学的指导方法
学习一门语言，对听、说、读、写各种能力的训练是一个有机的整体。现今的英语教学中，在说、读、写方面能力的提升上，教师都是比较有办法的。而教师虽然都很重视听力的教学，却苦于缺少行之有效的教学方法，认为听力教学过程就是多听几遍的过程。在这种单调、沉闷的课堂气氛中，学生会感到紧张或压抑，从而失去学习兴趣，失去听力教学的真正意义。
2、训练目的性被忽视
和所有语言能力的训练一样，听力训练必须带有目的性，一定要让学生明确听的任务，带着任务去听材料。有些教师在听力训练时，把做对题目作为训练的目标，在评讲时也只是把听力材料再放几遍，到关键的句子出现时暂停，指点学生“答案就这么来的”。长期如此，学生便理所当然地认为，听力就是很偶然的，听懂关键一句就对，听不懂就不对，从而使其听力能力得不到提高。
3、不注意学生心理状况
所谓情感状况，是指听者的动力、兴趣、信心、意志力与焦虑程度。学生听懂材料时容易兴奋，产生兴趣与信心；不理解时，容易失去信心，产生焦虑。有些基础差的'学生在听英语时，容易产生焦虑、害怕、缺乏自信心等心理障碍。而教师很少在这方面观察学生，所以无法知晓学生听懂了多少，哪里没有听懂。
而在学生层面，他们在听力训练中也对应存在着许多的问题，诸如不知道如何面对材料，听得粗枝大叶或者紧张不安；不善于用英语来理解材料，在心中默默翻译，影响理解；缺乏英美文化背景知识；词汇量少，读音不标准等。
要解决上述问题，核心的一个问题就是要寻找一种比较科学的理论来指导我们的听力教学。近年来，关联理论在外语教学的各个领域的应用日益受到重视——用关联理论来指导外语学习的各项技能，教师运用关联理论的基本原理设计教学方案也逐渐成为关联理论在国内外语教学中的发展趋势。基于此，笔者认为，在高中听力教学中也应该尝试将关联理论引入教学实践中，为听力教学带来新的理论指导。
二、关联理论简析
1986年，斯波伯（Sperber）和威尔逊（Wilson）在他们的专著《关联性：交际与认知》中提出了关联理论。关联理论是关于认知语用学的理论，它把交际与认知结合起来，指出语言交际是一个认知推理的互明过程——对于说话人来说是一种明示行为，而对于听话人来说是一种推理，即从说话人话语中推测其目的。
根据关联理论解释，人们在交际过程中最主要的目的就是取得一定的关联。在交际的过程中，交际双方都具有关联的直觉，以获取关联性为取向。交际双方能够相互配合，明白对方话语中的暗含内容，主要是由于交际中，双方对话语的理解是按照最佳的认知模式——关联性进行的。寻找关联是正确认知的基础。
学生在进行听力理解时，也不是简单地对字面信息进行解码，而是输入信息与听者头脑中准备好的信息动态交互，寻找最佳关联的过程。学生在做听力理解时常常出现这样两种体验：有时候每句话都听明白了，能想出中文意思了，却不明白其真正用意；有时候文章里的句子听得不是很懂，但是文章大致意思却准确把握住了。这就是学生在听的过程中有没有迅速、准确地抓住最佳关联的原因。
因此，要真正弄懂听力材料，理解语篇的真正含义，就需要抓好关联。用关联理论来指导高中英语的听力教学是可行的，并且从理论上说，是可以逐步提高学生听力水平的。
三、关联理论指导听力教学的实践探究
根据前文所述，将关联理论引入高中英语听力教学是一种用新的理论指导教学，试图建立一种新的听力教学模式的尝试。将关联理论应用在英语听力中的一个重要准则就是寻找最佳关联原则——如何在众多的关联知识中快速地选择出最直接、最准确的知识来实现对听力材料的理解。实现这个目标，笔者认为，我们可以从以下几个方面来进行实践：
1、听前预测关联
在听力训练开始前，学生可以根据题目中的词汇来大致推测出这个语篇的情境和话题，从而打开发散性思维，结合之前的经验，创设出可能的关联，进行听材料时搭配信息的准备。
比如，江苏2014年高考的第10 段材料，开篇的总起句是“Well，I’d love to share with you my personal opinions on city life and life in small towns。”这句话里提出了这段文字的话题——在城市与乡村的生活。根据以往的经验，学生可以快速地进行发散性思维，就此话题，大脑中就能准备好此话题下有可能出现的细节：环境、交通、人口密度、生活状态、人际关系等。学生在听下面的内容之前，大脑中就已经进行了初步的关联，并且就下一步的信息做好了关联的准备，这样就能做到成竹于胸，降低听力过程中的焦虑。
因此，在平时教学中，教师可以设计一些特定的话题，可以列出该话题常常涉及的词汇、短语，让学生来进行模拟，独立写作一个语段或者设计对话，从而锻炼学生的预测关联能力。
2、听时捕捉关联
有了听前的准备，每个学生心中已经有了一定量的预设关联。在听材料的时候，每个学生便不再是消极被动地等待信息，而是积极主动得去捕捉信息——一边听材料，捕捉材料中的信息，一边将大脑中预设的信息去与之比对，纠正错误假设，肯定正确假设。
比如，江苏2014年高考听力的第8段材料，这段材料是一段对话，开篇一位男士领起了话头——“Do you have some time to talk about next week’s trip with me？”学生大脑中立刻可以通过发散性思维创设预备的关联，比如，出行的目的地、目的、交通、费用、活动，同行人员等。同时，在听材料前，学生已经浏览了第10至12题，大致了解了这段对话将涉及一次旅行的出行方式、出行目的、出行性质。这样，在对话不断开展的过程中，学生就开始将自己预设的关联与呈现的信息不断去进行比对，捕捉需要的信息，诸如对话中的“Hartsfield International Airport”“book a taxi，or just go by bus”“company car”“11：00 a。m”“between 8：00 and 9：00 a。m”“$200 a day”等，从而理解对话。这就是有时候文章里的句子听得不是很懂，但是却把握住了文章大致意思的原因。教师在日常教学中，可以采用放比较长的听力材料，让学生速记下关键信息的方法，从而培养学生相应的捕捉关联的能力。
3、听后拓展交流
听的过程结束后，听力训练不能就此完成，还需要进行交流和拓展。交流是让学生总结经验的过程。学生交流自己的预设与材料的差异，通过材料的哪些信息获得了语段内涵的暗示。通过这一过程，可以让学生总结经验，同时让他们主动参与到听力的训练过程中，避免了消极逃避的心态。
比如，黄冈市在2014年4月进行的高考英语模拟考中，第10段材料涉及了学生比较不熟悉的失眠这个话题。其中第19题是这样的：
Which of the following can cause sleeplessness？
A。 Eating cheese before going to bed。
B。 Lack of sleep on weekends。
C。 Too much exercise in the evening。
根据学生日常经验是几乎无法判断哪个答案正确的，而语段中也是用问句“You may also have some bad habits that contribute to the problem。 Do you often rest during the day？Do you get very little exercise，or do you exercise a lot late in the day？Have you already got enough sleep，or do you sleep late on weekends？”来呈现该信息，学生常常会误判。因此，可以让学生再听一次，随后交流语段中该信息的呈现地方和呈现方式。交流结束后，为了强化学生的经验，可以让他们按照这一模式设计对话或者语段，来进行情境再现。
总之，运用关联进行英语听力教学是行之有效的。虽然本文提到的各种具体的做法英语教师也许都在使用，但是用关联理论将几者贯通起来，形成一个整体来进行听力教学，将使学生的听力训练更为有效，听力水平获得大幅提升。
参考文献：
祁生川。中学英语听力教学方法之研究。外语教学与研究，2011（12）。
杨伟超，陈伟哲。关联理论在英语听力教学中的应用分析。教学与管理，2013（01）。
滕骁，许俊农。英语听力理解中的关联理论应用。长春理工大学学报，2012（09）。
赵薇，肖丽莉。浅析关联理论在英语听力理解中的积极作用。大学英语，2013（03）。
英语听力教学论文初中英语听力教学的冷思考高中英语听力教学与思考
第2篇：英语听力教学论文
4．How to improve students’ ing ability---designing effective claroom activities
Among the four skills(listening, speaking, reading, writing), foreign language learners often complain that listening is the most difficult one to acquire.Teaching listening should focus on proce.There are three stages in listening activities for language learners: pre—listening, while—listening, post—listening, which will discu in detail as follow:
4.1 Pre—listening activities
“Research points out that listening activity in general should consist of a pre—listening phase, which should make the context for listening explicit, clarify the purposes for listening, and establish goals, procedures and roles for listening.So a pre—listening activity can involve listeners in the following ways:
(1).By posing the tasks before the students listen to the topic, they are given a purpose for listening, which forces them to focus on selected information.(2).The listener brings an orientation to a listening event.By opening up the topic, it arouses certain expectations and mentally prepares the students for the topic, it may also activate latest knowledge of vocabulary aociated with the topic.(3).Activating learner’s scripts and tuning in their prior knowledge about the topic helps to relate their background knowledge to the topic to be heard, thus enhancing the comprehension and interpretation of the received meage.(4).By brainstorming what they know about the topic before listening, learners will be able to compare what they know with what they are going to hear, and listen selectively.” [5](p10)
4.1.1 Purpose
No le than in speaking, the listening proce means that the learner must be motivated by a communicative purpose.This purpose determines to a large extent what meanings they must listen for and which parts of the text are most important to them.For example, there may be parts where he does not need to understand every detail, but only to listen for the general gist.There may be other parts where a topic of special significant arises, requiring them to listen for more detailed information—for example, so that they can report about the topic to other members of a group.At other times, a task may require them to listen for specific pieces of information distributed throughout the text.“The activities will be grouped according to the kind of response that the learner must produce:
(1)Performing physical tasks(e.g.selecting pictures)
(2)Transferring information(e.g.into tabular form)
(3)Reformulating and evaluating information” [6](p67-68)
4.1.2Choose the appropriate materials
Before having the cla, teachers must choose and analysis the materials.“Teacher need to listen the tape all the way through.That way, they will be prepared for any problems, noises, accents etc.That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” [7](p100)By doing so, the teacher will know the length of the materials, the difficult points and the focus of the materials, so the teacher can decide in advance how to go on with the teaching in cla.Of course, it is a demand for teachers if all other courses.But some teachers do believe that they can teach listening course without any preparation so long as they have the tapes and reference books.So some researchers would like to emphasize the importance of preparations for a cla: it is the basic need and also a basic insurance of an effective listening teaching.And the role of analyst, which means that teachers should analyze the functional patterns of the language used in the listening materials that students are to hear.The functions of a language can be simply divided into two patterns: the communication of emotion and the conveying of information.Communication of emotion means that the purpose of using a language is mainly for the establishment of harmonious relationship among the participants of social interaction.4.1.3 Skills
(ⅰ)Prediction.Research on speech proceing and interpretation suggests that the listener’s ability to make intelligent guees about what will come next plays a crucial role in their understanding of speech, and prediction is regarded by many researchers as on of the most powerful factors in comprehension.Therefore, a good listener is a good predictor.“By helping our students become better predictors, we are helping them become better listeners.”[8](p86)
Prediction also involves asking questions and answering them.According to Fisher and Terry active comprehension is proce of generating questions while reading and searching for answers to them.Questioning helps to establish the purpose and causes the listener to interact with the speech, confirming or rejecting expectations.“Penny Ur summarizes five types of cues that listeners depend on for making predictions about continuation of an utterance:
(1)The stock formula of the language, such as clichés, idioms, quotations and proverbs.(2).Stre on a particular word in the first part of an utterance is often explained or clarified by a comment in the second.(3).The logical relationship between the first part of an utterance and the second is often signaled by a conjunction.(4.)There is construction where the speaker proclaims in advance the kind of thing he is going to say.(5).Rhetorical questions or bold, brief statements, particularly in the negative, are often followed by answers or amplification in the form of reasons, examples or explanations.” [9](p11)
(ⅱ)Setting the scene
Another type of pre-listening activity is to set the scene for the students, for example: picture, video, TV etc.Listening to paages in the claroom can be more difficult than listening in real life, because of the lack of context.So the teacher can help provide the background information to activate learners’ schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.(ⅲ)Listening for the gist
This type of the pre-listening activity is listening for the gist.It is very important to give students practice in this area, because in real life, they can not listen to the materials several times.Therefore, it will be impoible for them to catch all the information, so they need to be fit with some ambiguity in listening and realize that they can still learn even when they do not understand every word.Listening for the gist is familiar with skimming a paage in reading.The key point lays in let students some questions that focus on the main idea or the tone or the mood of the paage.Find whether students can answer the questions even though they can not understand each word or phrase in the paage.(ⅳ)Listening for specific information
There are situations in real life where they listen only for some specific details and ignore the rest of the entire meage.For example, when they listen to the weather report on TV, they are only interested in the temperature in the city where they live or where we plan to go on the holiday, or when they are sitting in a train station or an air port, they do not listen to the details of all the announcements.It is important to expose our students to a variety of type of listening texts for a variety of purpose so that they will develop a variety of listening strategies to use for different situations.4.2 While-listening activity
This stage is the most difficult for the teacher to control, because this is where a student should pay attention and get the information actively.However, if the teacher can provide a reason, goal, or task for the learner, this should encourage and help students to focus their attention.In daily cla, students must use all aspects of personal listening ability.At the beginning of this article, we have discued the problems on students’ listening ability.According to these problems, we must train the comprehensive listening ability in daily time.Following are some special training
4.2.1 Listen and tick
A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the materials.If what students all need to do just is tick as they hear them, the task will be much easier.What you need to tick, you can hear them clearly.Because it is quite easy, ticking is very fit for the students who are in grade 7.It can encourage them to listen to the dialogue or paage carefully.4.2.2 Listen and act
These activities relate to a method of teaching called Total Physical Response, which concentrates on learning language by listening and responding physical to commands or directions.Here is an example: “Beginning TPR
Procedure:
(1.)Have two students positioned to two chairs.Commands supporting vocabulary
Stand upfastslowly
Sit downtablechair
Walkheadstomach
Stopdoorblackboard
Turn around
Touch
(2)pick two other students and add more vocabulary that are in the claroom---such asbook, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch..(3)use the following type of commands repeatedly in random order, rotating pairs of students from time to time, until you can see that all the students clearly understand what these commands and actions mean.For example:
Put the pencil on the book.Scratch your head.Scratch your stomach.Put the paper in the box.Put your hand on your head.Place the box on the teacher’s head.Scratch your head and stomach.” [10](p11)
4.2.3 Listen and draw
This is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper.“This type of activity works very well as an information gap activity between pairs of students.” [11](p90)One example: one student draws a simple picture and then tells his/her partner how to draw it in English.Neither partner can look at each other’s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.Other way: according to last example.“Introduce the word draw.This opens up a rich network of things you can
ask your students to do.Start very simply with the familiar items that the students have already internalized through TPR.For example:
Draw a table
Draw a chair
Draw a hand
Draw a box
Draw a hand on a door
Draw a window and a hand and book.”[12](p11)
4.3 post---listening activity
Post---listening, teachers can determine how well the students have understood what they listened to, but it is important to design the tasks well.“One important point to keep in mind is whether we are testing the students’ listening comprehension or their memory.In fact, in real life, listener can remember the gist of the conversation, but cannot remember exactly what words were said.It is more natural to select and interpret what we hear rather than repeat everything we have heard.” [13](p187).Here are some types of post—listening activity: multiple choice questions, answering questions, note-taking, gap—filling and dictoglo.“It is important to remember when designing activities not to demand that students remember more details the native-speaker would in a real life, because we do not want our students to get into the habit of thinking that they need to understand and remember.” [14](p117)
5.Conclusion
As teachers change their practice activity they gain new insights about the learning potentials of their students.“These succees have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students.” [15](p290-297)
During the exercitation in middle school, in fact, teachers did not teach the phonetics and phonology.Main practice on listening is just about the textbook.For example, GO FOR IT, the book has a small part for training listening.but the listening teaching is limited.It must add some activities.In the listening activities, according to the certain purpose, it can choose different skills: listen and act, listen and draw, and so on.These types of activities can be designed into games, which are popular for students.Bibliography
1.Ren Xiaoping.Listening Barriers Among Chinese Students And Training Tactics[J].延安学院学报，2001.p1-2
2.戴炜冻 A New Concise Course on Linguistics for Students of English [Z].上海: 上海外语教育出版社 p22
3.Liu Yangchun.How to increase students’ listening comprehension [J].开封教育学院学报，1996.10.p1-2
4.Zhang Qi.Psychological analysis in listening teaching and radio programs teaching[J].云南教育学院学报，1996.10.p1
5.Zhao Jianqun.Introducing an interactive component into listening instruction [J].曲靖师专学报，1993.3.p10
6.William Littlewood.Communicative Language Teaching.[M].北京:外语教学与研究出版社，2000.6.p67-68
7.Jeremy Harmer.How to teach English [M].北京:外语教学与研究出版社，2000.8.p100
8.王蔷 A course in English language teaching [Z].上海:高等教育出版社，2002.5.p86
9.同2.p11
10.同 1.p11
11.同8.p90
12.同 1 p11
13.朱纯 外语教育心 [Z].上海:上海外语教育出版，1998.3.p187
14．王笃勤 教学策略论 [Z].北京:外语教学与研究出版社，2000.8.p117
15.章兼中 外语教育学[Z].浙江:浙江教育出版社，1999.p290-297(责任编辑：admin)
第3篇：浅谈农村中学英语听力教学
浅谈农村中学英语听力教学
XXXX中学
XXX 摘要：外语教学的目的是培养学生通过外语获取信息。听力教学是获取信息最重要、最初始的环节。根据第二语言习得理论，语言的输入是语言习得最基本的条件，听力作为一种输入型技能在学生的语言习得中占有十分重要的地位。听是语言交际中最基本的形式之一，也是语言学习过程中最初的感知细节。英语听力困难是学生学习和实践中存在的一种普遍现象。尤其对农村中学生来说，做好英语听力是非常困难的一个环节。目前，小学英语考试中也有听力题，且其占据比较大的比例。无疑，英语课堂教学中的听力教学就显得尤为重要。如何帮助学生排除听力障碍，掌握听力技巧，提高英语听力水平是我们中学英语老师着力探讨的问题之一。
关键词：教学、英语听力、语音语调、农村、因素、中学生、连读
随着中国改革开放的力度进一步加
第4篇：三本院校英语听力教学论文
三本院校英语听力教学论文
摘要：语言学家的研究表明，语言使用者大脑中储存了大量整体记忆的语块，这些语块既可起到提示作。又便于记忆编码和提取使用，语言交际中的绝大部分是通过语块来实现的。三本学生的英语听力水平普遍不够理想，应该重视语块的习得与积累，因此文章旨在探讨语块理论对中国三本院校学生听力习得的教学启示。
关键词：听力教学;听力理解能力;语块
语料库语言学的研究表明，英语中存在着一种成串的语言结构。对于这样的语言结构，学者们采用了不同的术语对这种语言现象加以界定，比较被大家广泛接受的说法是：语块是一种兼具有词汇和语法特征的语言结构，一般为多词单位，具有特定的话语功能。
听力教学侧重的是学生对英语声音材料理解能力的培养，而三本院校的学生入学时英语基础不是很好，特别是普遍存在着英语听力薄弱的现象，究其原
第5篇：初中英语听力论文
浅析初中英语听力教学中的探索与实践
姜堰市二附中 石小洁
【摘 要】在现如今这种社会大环境的要求下，英语学习和应用被提升到了极为重要的位置。在英语听、说、读、写四种技能中，听力技能又处于最基础、最重要的地位，因此，在农村初中英语教学中，听力教学则处于重中之重的位置。
但是仅仅依靠一本教材，一盘磁带，两只耳朵和一张嘴来进行教学的农村英语听力教学模式，已远远不能满足英语听力教学的需要，所以如今的听力教学已成为农村初中英语教学中的一大瓶颈。为了改变现状，如何改进初中英语听力教学效果就成了目前迫切需要解决的问题。
英语听力技能的快速提高需要不断的实践和探索，只有真正做到因材施教，并配以精确的训练方法，再加上持之以恒的努力，初中英语听力技能才能最终得到提升。
【关键词】英语听力教学 影响因素 教学尝试 实践 探索
第6篇：七年级英语论文中学英语听力教学人教版
中学英语听力教学
摘要: 英语听力是英语教学中的重要环节,要正确对待听力在中学英语教学中的发展趋势,掌握听力的一般方法,克服听力训练中遇到的一系列困难。
关键词:听力训练 发展趋势 一般方法 组织教学
业务素质 材料 思维 困难
中学英语教学的目的之一在与培养学生使用英语进行交际的能力,也就是说英语的听、说、读、写能力。传统的应试教学模式,重读、写能力训练,轻听、说能力的培养,留下了英语教育中的“聋哑”后遗症。如何提高学生听力水平,给我们从事基础英语教育的同仁们留下了深思。
一、“听”在教学中的地位
“听”是人们交际活动的基本的形式。弗里斯说:“学生学会说英语的前提首先是听。”亚里山大也说过,“掌握一种语言,首先是听懂,听懂的比重占有90%,能听懂才觉得舒服,听不懂就觉得不自在。”由此可见,听在英语诸多的
