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中学生学习第二语言,外语的刺激量显然在总量和密度上都是难以与儿童学习第一语言时的刺激量相比较,即使是增加课时也是非常有限的。教师必须设计多种教学策略,增加学生听说和学习语言材料的刺激量。学生要在教师的指导和帮助下,学会自己去发现和总结规律,使客观指导和主观努力相结合,才能实现正确理解和灵活运用英语的目标。本文旨在运用心理学理论,探讨提高中学英语听说能力的条件,并进而在心理学理论指导下,在总结多年英语教学的基础上提出若干教学策略,以提高英语教学水平。
The secondary school students’ ability to learn a second language and the amount of stimuli in a foreign language are obviously difficult to compare with the stimuli when children learn the first language in terms of total amount and density. Even if the number of hours is increased, it is very limited. Teachers must design a variety of teaching strategies to increase the amount of stimuli that students hear and learn from language materials. Under the guidance and help of the teachers, students should learn to discover and sum up the laws themselves so that objective guidance and subjective efforts can be combined to achieve the goal of correct understanding and flexible use of English. This article aims to use the theory of psychology to explore the conditions for improving English listening and speaking ability in middle schools. Furthermore, under the guidance of psychological theories, a number of teaching strategies are proposed based on summarizing years of English teaching to improve the level of English teaching.