论文部分内容阅读
Abstract: This essay is mainly about a factor influencing English listening teaching and learning, inappropriate learning habits to help teachers and students in the improvement of listening comprehension.
Key words: English listening teaching and learning; habits of learning;
In recent years, listening teaching and learning is spread. It strengthens the demand for listening. Teachers and students are all aware of the unavailable of “deaf-mute English”. But the level of English teaching and learning is not improved with cognition. They feel the level of every learner of English listening is irregular. There is an important factor influencing English listening teaching and learning.
Inappropriate learning habits
The famous educationist of China Ye Shengtao once said: “What is education? In a word, we should form a habit.” Good learning habit can make students accelerate the process of learning, improve effect of learning. It is like a catalyst. But some students do not have a good habit in the process of listening. The level of listening will not be improving.
1 Without the habit of writing, drawing, speaking, counting and guessing while listening
The process of listening is not independent. In the process, students should learn to use ears, eyes, mouth, hands and heart. When listening, they can record some key words and key data, speak on the basis of understanding, act as the information, train operation and skills of thinking, express the information by drawing, guess some unknown words and predict the back information. If students do not have the habit, they will take one into consideration to the neglect of the other.
2 Not combining intensive listening with extensive listening.
Intensive listening, which demand students not only to understand meaning of passage, but also to understand every word and sentence. Students should listen several times, analysize the passage and every sentence, or have a dictation word by word, sentence by sentence. The key is to understand meanings of sentences. Extensive listening is different from intensive listening. The key is to grasp the main meaning. Intensive listening is the basic training. Extensive listening is to strengthen and extend the effect of intensive listening. One is a trick, the other is a purpose. Some students do not do well in combining the two aspects. They do not contact with all kinds of material of listening, such as listening to English songs, watching original edition of films, listening to English radio and joining in the “Corner of English”. They all influence improvement of English listening. 3 Lack of capabilities of comprehensive understanding
The ultimate goal of training of English listening teaching is to understand oral information comprehensively. In the English language activities, though the listeners overcome the barriers of pronunciation, vocabulary and grammar and so on, it is difficult to understand the listening contents without certain skills of listening. In summary, there are some existed problems on comprehensive understanding among the students as follows: 1 Some students does well in grasp the meaning of passage, they focus on the single word or single sentence. 2 Some students always stop to think over when they do not understand. So they are easy to miss the back information .The small number of students do not gain the understanding of listening contents by the thinking of English. They translate into Chinese firstly, and then translate into English. Although the process of translating is very short, it seriously influences the input of back information. 3 Some students read slowly and have a poor instantaneous memory. They do not pay attention to training their speed of reading, thus they can not complete and understand the questions and options within the given time. 4. Some students do not predict the information towards their familiar structure of sentences and context. They only wait for the following text passively. When they encounter a great number of sentences or passages, they will be at a loss. Some even choose to give it up. Therefore, it is important to foster the capabilities of comprehensive understanding. The students must overcome the difficulties in English and be good at mastering the meaning of passages to understand the content and accelerate the speed of reading and instantaneous memory.
In brief, the improvement of ability of English listening comprehension is a long, complex and advanced process. The level of English listening is not accomplished in one move. Rome is not built in a day. If we want to improve English listening teaching and the learning skill, schools, teachers and the students all must overcome the factor, foster the good listening habits. So English listening level certainly can be in a higher goal!
Bibliography
1. Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
2. Asher, J. (1988). Learning another language through actions: The complete teacher's guidebook (3rd ed.). Los Gatos, CA: Sky Oaks Productions.
3. Liu Shaolong. Language Teaching in China. Journal of Xi’an International Studies University, 3(2004),17-20
4.刘英红.《英语听力障碍浅析》[J].现代英语教学 2000-4-19
5.王家芝译.（英）威廉 里弗斯写 《如何提高外语听力水平》[J].国外外语教学 1995（4）
Key words: English listening teaching and learning; habits of learning;
In recent years, listening teaching and learning is spread. It strengthens the demand for listening. Teachers and students are all aware of the unavailable of “deaf-mute English”. But the level of English teaching and learning is not improved with cognition. They feel the level of every learner of English listening is irregular. There is an important factor influencing English listening teaching and learning.
Inappropriate learning habits
The famous educationist of China Ye Shengtao once said: “What is education? In a word, we should form a habit.” Good learning habit can make students accelerate the process of learning, improve effect of learning. It is like a catalyst. But some students do not have a good habit in the process of listening. The level of listening will not be improving.
1 Without the habit of writing, drawing, speaking, counting and guessing while listening
The process of listening is not independent. In the process, students should learn to use ears, eyes, mouth, hands and heart. When listening, they can record some key words and key data, speak on the basis of understanding, act as the information, train operation and skills of thinking, express the information by drawing, guess some unknown words and predict the back information. If students do not have the habit, they will take one into consideration to the neglect of the other.
2 Not combining intensive listening with extensive listening.
Intensive listening, which demand students not only to understand meaning of passage, but also to understand every word and sentence. Students should listen several times, analysize the passage and every sentence, or have a dictation word by word, sentence by sentence. The key is to understand meanings of sentences. Extensive listening is different from intensive listening. The key is to grasp the main meaning. Intensive listening is the basic training. Extensive listening is to strengthen and extend the effect of intensive listening. One is a trick, the other is a purpose. Some students do not do well in combining the two aspects. They do not contact with all kinds of material of listening, such as listening to English songs, watching original edition of films, listening to English radio and joining in the “Corner of English”. They all influence improvement of English listening. 3 Lack of capabilities of comprehensive understanding
The ultimate goal of training of English listening teaching is to understand oral information comprehensively. In the English language activities, though the listeners overcome the barriers of pronunciation, vocabulary and grammar and so on, it is difficult to understand the listening contents without certain skills of listening. In summary, there are some existed problems on comprehensive understanding among the students as follows: 1 Some students does well in grasp the meaning of passage, they focus on the single word or single sentence. 2 Some students always stop to think over when they do not understand. So they are easy to miss the back information .The small number of students do not gain the understanding of listening contents by the thinking of English. They translate into Chinese firstly, and then translate into English. Although the process of translating is very short, it seriously influences the input of back information. 3 Some students read slowly and have a poor instantaneous memory. They do not pay attention to training their speed of reading, thus they can not complete and understand the questions and options within the given time. 4. Some students do not predict the information towards their familiar structure of sentences and context. They only wait for the following text passively. When they encounter a great number of sentences or passages, they will be at a loss. Some even choose to give it up. Therefore, it is important to foster the capabilities of comprehensive understanding. The students must overcome the difficulties in English and be good at mastering the meaning of passages to understand the content and accelerate the speed of reading and instantaneous memory.
In brief, the improvement of ability of English listening comprehension is a long, complex and advanced process. The level of English listening is not accomplished in one move. Rome is not built in a day. If we want to improve English listening teaching and the learning skill, schools, teachers and the students all must overcome the factor, foster the good listening habits. So English listening level certainly can be in a higher goal!
Bibliography
1. Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
2. Asher, J. (1988). Learning another language through actions: The complete teacher's guidebook (3rd ed.). Los Gatos, CA: Sky Oaks Productions.
3. Liu Shaolong. Language Teaching in China. Journal of Xi’an International Studies University, 3(2004),17-20
4.刘英红.《英语听力障碍浅析》[J].现代英语教学 2000-4-19
5.王家芝译.（英）威廉 里弗斯写 《如何提高外语听力水平》[J].国外外语教学 1995（4）