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由于各级英语考试都要测试考生的听力水平,听力教学越来越受到英语教师的普遍关注,然而在实际教学中,很多的听力课都成了听力测试课,课堂成了三步曲:听录音——答问题——对答案。学生是在答题的压力下上听力课,长此以往他们将对听力课失去兴趣,甚至产生紧张、厌烦、恐惧的心理,从而未能使听力课成为英语学习的有效途径。本文以克拉申(Stephen D.Krashen)的输人假设(Input Hypothesis)和情感过滤假设(Affective Filter Hypothesis)为理论依据,主要探讨了该理论对高职英语听力教学的启示及思考。
As English exams at all levels have to test the level of listening comprehension, listening teaching is getting more and more attention from English teachers. However, in practical teaching, many listening comprehension classes have become listening test courses and the classroom has become a trilogy: listening Recording - A question - the answer. Under the pressure of answering questions, students are listening to the lessons. If they do so, they will lose their interest in listening lessons and may even experience stress, boredom and fear, thus failing to make the listening lesson an effective way to learn English. Based on the input hypothesis (Input Hypothesis) and the Affective Filter Hypothesis of Stephen D. Krashen, this paper mainly discusses the enlightenment and reflections of this theory on English Listening Teaching in higher vocational colleges.