论文部分内容阅读
我校学生大多来自农村.初中阶段几乎没有接受过正规的英语听力训练,他们听到的大多是教师为使学生听得明白故意放慢速度的课堂英语(class dialect English),它比日常交际中的英语及电视广播节目的语速慢得多。长期在这种环境中受熏陶的学生自然期望听到的英语是一个词一个词轻重一样。有间隔的并以自己能认知的速度讲出的话语,否则就觉得快得跟不上。刚开始上这门课时,学生感到极不适应,主要表现在:1.对听力材料中语音、语调的不适应;2.对词汇和结构不敏感,对已感知到的语言不善联想,因而反映在大脑中的不是有意义的内容而是一连串的语音符号;3.力求百分之百的理解,平均分配注意力,因此一遇到生词、特殊的语音现象、背景噪音或外部干扰就会惊慌失措,转移注意力。由于这一系列的问题,使得学生对上听力课产生畏难情绪,课堂气氛显得沉闷紧张。一年多的教学实践使我认识到要使英语听力教学行之有效的进行下去,
Most of our students come from rural areas. There is almost no formal English listening training in the junior middle school. Most of the students they hear are class dialect English, which makes the students understand that they deliberately slow down. The language of English and TV shows is much slower. Long-term students in this environment naturally expect to hear English is a word-by-word. Words that are spaced and spoken at a pace you know, or you feel too fast to keep up. At the beginning of this class, students feel very uncomfortable, mainly in: 1. The hearing of the material intonation, inaccurate; 2. Vocabulary and structure are not sensitive to the perceived language poor association, thus reflecting In the brain is not a meaningful content but a series of phonetic symbols; 3. Seek 100% understanding, distribute the attention evenly, so a new words, special phonetic phenomena, background noise or external interference will panic, transfer attention. As a result of this series of questions, making students feel fear on the listening class emotions, classroom atmosphere appears boring tension. More than a year of teaching practice made me realize that English listening teaching should be carried out effectively,