第一篇：聽力策略在初中英語聽力教學中的應用

聽力策略在初中英語聽力教學中的應用

[摘 要] 在初中階段，英語是一門十分重要的學科，它能有效提高學生的綜合能力。以聽的方式能幫助學生獲取外界的相關信息，因此也可以說，聽是學好英語的基礎條件之一。但是從實際上來看，英語聽力也是學生在學習英語過程中最難的一個環節，因此就必須要提高學生的英語聽力能力。基于此針對提高初中生英語聽力能力的措施進行了簡要闡述，僅供參考。

[關鍵詞] 聽力策略 英語聽力教學 應用分析

[中圖分類號] G633.41 [文獻標識碼] A [文章編號] 1674 6058（2015）34 0037

現如今，隨著國際之間的交流越發密切，對于一些非英語語種的國家來說，要想實現高效的溝通與交流，就必須建立在聽懂對方話語的基礎上。所以可以看出，在英語教學中，聽力是十分重要的。

一、教師要注重引發學生的學習興趣

常言說興趣是最好的老師，因此對于初中階段的學生來說，由于剛剛處于一個全新的學習環境，在接觸英語時常常會產生出一定的好奇心。所以教師就要積極利用學生這一階段的好奇心，最大限度地為學生創造出一個適宜學習的環境條件。尤其是學生能在聽完問題后并完整地回答出來時，教師要及時進行鼓勵與贊揚。在學生的答案存在問題時，教師也不能盲目地打斷學生，在學生表述完成后，與學生一起分析存在錯誤的地方。然后再引導學生掌握正確的學習思路，這樣就能在讓學生學會英語時保持學習上的積極性。其次教師可以在每一堂課中預留出一定的時間，來與學生進行交流，同時還可以給學生介紹一些與聽力相關的材料等。這樣不僅可以讓學生對英語產生好奇心，還能產生聽力的興趣，并能正確理解教師所講述的內容。如教師對學生進行多樣化的聽力方式，讓學生聽取一些詞匯與故事類的錄音。或是可以在教學中，讓學生進行回答問題，比一比誰的反應速度快，以此來激發學生的聽力興趣，提高學習聽力知識的積極性，提高聽力的效果。

二、幫助學生掌握英語的文化背景，提升聽力知識的相關經驗

在初中英語教學中，不僅要讓學生掌握一定的英語知識，更重要的是要讓學生明確相關的英語文化背景。這主要是由于文化對于語音有著極其重要的影響。因此初中生在學習英語的過程中，要注重掌握一定的英語文化背景。如學生在學習感恩節等內容時，教師要詳細地為學生講述相關的歷史背景。另外在進行聽力教學的過程中，教師要格外注重激活與學生聽力內容有關系的知識經驗。

三、教師要為學生創造出適宜的環境條件

在初中英語聽力教學中，教師要注重在課堂中盡可能使用英語來開展教學互動，這樣就能讓學生在這種與英語相關的特定環境下更好地理解英語，從而掌握一定的英語能力，同時這一教學環境也是學生能接受練習英語聽力的機會。教師要想采用英語教學模式，首先要做的就是要提高自身的綜合素質，這樣才能在備課的過程中真正做到有的放矢。同時在備課的過程中，教師不僅要備學生與教材的教學方法，還要充分考慮到在課堂中所使用的用語。另外教師還要根據學生對英語掌握的實際情況與教學任務的要求，讓學生能在有限的時間里盡可能多地聽英語，從自身的感官出發，來感受英語聽力的魅力。在學生學習新內容過程中，教師可以先讓學生了解一下所要講述的內容中涉及的背景與情節，然后在讓學生詳細了解文章內容，這樣讓學生養成仔細聽講的習慣。而當教師在訓練學生聽力的過程中，也要盡可能為學生提供一些與學習內容相關的直觀形象，這樣就能讓英語聽力的背景更加具有情景化與交際化，同時還能提高學生的思維能力，免于受到母語的影響。

四、幫助學生掌握一定的聽力理解能力

在初中英語聽力教學中，要想提高學生的英語聽力技巧與水平，必須讓學生分辨出聲音的符號與節奏等，同時讓學生在原有的基礎上，進行詳細的分析與重構信息，這樣才會真正理解語言所代表的意義。所以說，學生理解英語聽力的過程是語言學因素與心理學因素融合的過程，同時也是一個主動與積極的心理語言過程。因此在實際教學中，教師要注意讓學生在課堂中保持一個良好的精神與心理，在聽力的過程中要集中精神，明確聽力中的內容，這樣才能在選擇最終答案的過程中做到有條不紊。其次是要學會怎樣去掉不必要的干擾因素，找準聽力中的要點，提高訓練量。再次要具備對特定信息的掌握能力，這樣才能找準聽力材料中的關鍵詞。最后要能夠熟練掌握好聽力中的題型，并具備一定的解題技巧。

五、所制定的教學內容要符合學生的實際情況

教師在開展聽力教學的過程中，要先了解好教材，這樣才能針對教材中的實際內容來設計好教學目標，從而組織好教學內容。由于學生的實際水平是參差不齊的，因此教師在選擇聽力材料時，要選擇適合學生的材料，真正做到因材施教，這樣才能提高每一個學生的聽力能力。

提升學生的英語聽力能力并不是一朝一夕之間就能實現的事，因此教師要及時更新自身的教學觀念，認識到聽力教學在英語教學中的重要性，精心結合學生的實際情況與教材中的教學內容，切實提高學生的聽力水平，促進學生的綜合發展。

（責任編輯 李 璐）

第二篇：交互式聽力教學在初中英語聽力教學中的應用

文/候玲玲

【摘 要】交互理論強調教學過程中的師生，生生交流；認為學生不是知識的被動接收者而應該是主動構造者。交互理論下的交互式聽力教學強調互動在聽力課堂上的重要性，鼓勵教師將聽說融入聽力課堂，從而更好地促進學生的交際能力。【關鍵詞】交互理論；交互式聽力教學；初中英語聽力教學

一、傳統的初中英語聽力課堂

通常情況下，英語聽力教學分為三個階段：聽前階段、聽中階段、聽后階段。然而，傳統的初中英語聽力課堂中沒有明顯的聽力階段。首先，聽力活動開始前，教師通常解釋一些重要的語法點，然后就放聽力錄音，很少有教師提供一些和聽力材料相關的背景知識或者設計一些相關的熱身活動。其次，在聽力過程中，教師很少根據聽力材料的長度和難易程度暫停錄音。很多學生由于聽力時間過長或者聽力材料過難而放棄繼續聽錄音。再次，聽力錄音結束后，教師會給學生一些時間完成練習，然后核對答案。最后，教師會根據學生的練習情況再放一遍聽力錄音幫助學生確定答案。

二、交互式聽力教學及其理論基礎 1.交互式聽力教學 2.交互模式 3.教師角色

在交互式聽力教學中教師會扮演很多角色：設計者，促進者，指導者和研究者。作為設計者，教師要決定教什么以及如何去教，也就是教學內容和教學方法。如今，教材為教師提供了足夠的空間去進行調整，因此教師應該根據學生的年齡、認知能力和語言能力設計不同的教學任務。作為促進者，教師應該知道如何將難化簡；向學生講授一些必要的學習策略以提高學生的學習能力；提供相關的背景知識并且要為學生創造和諧、積極的課堂學習環境。由于學生的能力有限，因此教師的指導與引領至關重要。作為指導者，教師要指引學生從一個學習環節順利過渡到下一個環節；指導學生聯系學過的知識并且為學生提供一些提示或者有效的問題幫助學生進行預測。最后，作為研究者，教師首先要是思考者：思考教學任務和教學策略，找到問題，設計教學環節，課堂實踐然后進行教學反思。此外，作為研究者教師還應該研究教材、研究學生和學習策略。

三、交互式聽力教學對初中英語聽力教學的啟示 1.變單一的交互為全面的交互

交互主要通過四種模式得以實踐，并且這四種模式是交互的不同方面。但是初中英語聽力課堂上交互模式過于單一，交互主要通過師生交互和生生交互實踐于課堂之中。并且師生交互并不全面，由學生主動發起的交互少之甚少。因此教師和學生應該充分利用不同的交互模式進行聽力教學。在聽力開始前，教師和學生都要做相應的準備，閱讀教材，這也是人和文本的一種交互。與此同時，應該有師生互動來激活學生大腦中的圖示；人機互動以吸引學生的注意力，比如教師可以播放一些和聽力材料有關的圖片、視頻等。在聽力過程中，教師和學生也應該充分利用多媒體，幫助學生更好地理解聽力材料。在聽力結束后，教師應該設計相關的小組活動，以達到師生互動和生生互動，給學生機會將聽力中的話題、語言點、句子結構真正應用并輸出。

2.以學生為中心，改變教師角色

在聽力課堂中，教師的角色過于單一，并且控制著整個聽力過程以及交互活動。這與以學生為中心的教學理念背道而馳。在學習、交互的過程中學生需要的是一個促進者指引他們解決困難。在聽力課堂上教師應該同時是設計者，促進者，指導者和研究者。教師應該是設計者，設計小組活動或者任務，并且教師應該參與到交互活動中成為參與者；教師應該是促進者，幫學生化難為易；教師應該是指導者，成為學生的拐棍。3.創造和諧的交互環境

教師要為學生創造和諧的交互環境。一些學生對英語聽力心懷恐懼。在聽力過程中他們會感到焦慮，因此沒有足夠的自信參與到交互活動中。根據這些情況，教師應該采取相應措施幫助學生樹立自信，減少負擔。首先，要建立健康的師生關系。教師要給予學生足夠的機會在課堂上表達自己的觀點，對于水平比較差的學生教師不能嘲笑。其次，教師要一視同仁，充分考慮到學生的英語水平和需求來設計相應的交互活動。再次，教師要幫助學生減輕焦慮，對學生的小進步予以鼓勵，從而幫助學生樹立自信。

四、總結

交互通過交流達到了語言教學的終極目標，聽力教學中的交互更是將聽與說結合起來，幫助學生將輸入轉化為輸出。交互式聽力教學能夠提高課堂教學效率，對教學效果有事半功倍的作用。

第三篇：任務型教學法在初中英語聽力教學中的應用

任務型教學法在初中英語聽力教學中的應用

【摘要】在日常交際中，聽占有十分重要的地位。Rost認為，語言習得主要通過獲得大量的可理解輸入來實現，而聽是獲得可理解語言輸入的最重要的渠道。但是，目前我國的初中英語聽力教學仍不盡人意，還存在著許多問題。任務型教學是以具體的任務為學習動機或動力，以完成任務的過程為學習的過程，以展示任務成果的方式來體現教學成就的一種教學方法。

本研究通過課堂觀察和教學進一步探討了任務型教學應用于初中聽力教學。基于Willis的任務型教學模式和Underwood的聽力教學模式理論，筆者將兩者結合并應用于初中聽力教學中，建立了任務型聽力教學模式，將任務型教學法應用于聽力教學中。試圖解決現階段初中英語聽力教學中存在的兩個主要問題：第一，聽力教材中的問題；第二，教學模式單一的問題。針對第一個問題，本研究按照任務型教學法中任務設計的原則，重新整合教材并設計多種真適實可行的學習任務，從而解決教材中部分內容過難學生不易完成、不感興趣等問題。第二個問題的解決也就是任務型教學法的應用。本研究將任務劃分為聽前，聽中，以及聽后三個部分。每一部分按照任務設計的原則安排了多項任務，從而解決了傳統聽力教學模式單一的問題。

通過任務型教學法在聽力教學中的應用，作者希望為初中英語聽力教師提供些許參考，最終對英語聽力教學產生幫助，從而提高聽力課堂的有效性。

【關鍵詞】任務；任務型教學法；英語聽力教學

i

CONTENTS

Abstract.....................................................................................................................................i

摘要..............................................................................................................................................ii

I.Introduction.......................................................................................................................1 II.Literature review........................................................................................................1

2.1 The studies of listening comprehension.......................................................1 2.2 The studies of the application of Task-Based Approach to listening...............................................................................................................2

III.The current problems in English listening teaching......................3

3.1 The problems of teaching materials...............................................................4 3.2 The problems of classroom teaching models.................................4

IV.The Application of the Task-Based Approach to the English Listening Class...........................................................................................................5

4.1The Principles for designing tasks in listening...........................................5 4.2 The steps for designing task-based teaching model in listening class.................................................................................................6

V.Conclusion.......................................................................................................................10 References..............................................................................................................................11 Acknowledgments..............................................................................................13

The Application of “Task-Based Approach” to the Listening

Class in Junior High School

Ⅰ.Introduction There are four abilities in the acquisition of language, which are listening, speaking, reading and writing, but listening is the most difficult one among them.Most students are not interested in it, and at the same time, most students always lose confidence in dealing with the listening comprehension questions, because they think that their English is very poor.Therefore, it’s necessary to review the current situation and existing problems of listening comprehension and combine the Task-Based Approach with the English Listening teaching.The Task-Based Approach as a new teaching approach of language appeared in the western world in the 1980s, and it emphasizes “learning by doing”.Compared with traditional teaching methods, the Task-Based Approach can not only motivate the students 'interest, but can also help students to improve their English listening ability in the process of learning English.And then by this approach the students’ learning efficiency and English application ability can be improved through cooperative learning and self-learning.II.Literature review 2.1The studies of listening comprehension Listening is a cognitive activity and language skills, and plays an important role in our daily life and language learning, and at the same time, listening comprehension has increasingly become an important criterion to measure the level of learners’ language study(Long, 1993).But according to our longtime observation and study on the teaching practice, the traditional English listening teaching methods used in china inhibit the students’ listening ability to improve.Listening comprehension research includes five aspects, they are listening materials, speakers, tasks, learners and listening processes(Richards and Platt, 1992).The degree of difficulty about the listening material and listeners’ familiarity;the rate of speech, voice, expression of speakers;the type of listening task;the internal and

1External factors of learners;the processes of listening comprehension also can affect learners to understand the listening materials.Among them, there are some important aspects to affect listening, such as the level of language, memory, emotional factors, and background knowledge of learners.The most important thing is the study of the process of listening comprehension, which is an internal mental process, and the way learners to deal with language inputting and understanding it.The researchers of domestic and abroad reached a consensus in this area and hold that the process of language understanding is a process of language producing, and this process includes three stages, which are perception, resolution and application.At the perception stage, the input language is analysised and synthesised preliminary by the brain.At the resolving stage, the brain produces a series of proposition which is the foundation of listening comprehension.At the application stage, the new semantics proposition activates the existing propositions and knowledge in the brain which can form the updated discourse meaning and knowledge systems.The psychological factors are very important for students to understand the listening materials, and these factors are showed through the attitude of learners, such as their interest, self-confidence, the level of effort and anxiety.Learners’ mental states will affect their learning behavior and learning result directly.Negative mental states, such as anxiety, tension, slack, disgust, fear, and so on, will hinder their learning potential to perform normally.In order to help students overcome the negative sentiment in the listening process, cultivating their learning interest and making them in a good mental state is a good way.Therefore, teachers should analyze the reasons why students have so many negative emotions in their teaching practice, and also teacher should create a relaxed and positive atmosphere for students to learn and activate students' learning interests so that they always put them in a state of excitement.2.2 The studies of the application of Task-Based Approach to listening class The Task-Based Approach appeared in the 1980s.It aims to language teaching

real and classroom socialization.The Task-Based Approach is a task or an activity for a particular purpose(Crookes, 1989).In educational curricula, it is mainly used to collect data for research.In the process of language learning, task is a communication activity, and also a kind of language practice which emphasizes “learning by doing“.The core of the Task-Based Approach is the ”learner-centered“ and ”people-oriented“, and the theoretical basis is the ”constructivist".The task is composed of five parts, which are the teaching aims, inputs, forms of activities, the role of teachers and students, and the environment(Nunan, 1989).The Task-Based Approach emphasizes that learners not only focus on the language, but also focus on the process of language learning, and it emphasizes the interaction and cooperation in the process of learning, and also emphasizes the process and results.Task-Based Approach use the relatively realistic tasks to make students complete the task in group discussion or role-playing and other activities, and then strengthen the interaction between teachers and students, motivate students’ learning interest, mobilize the students' positive emotional factors, and cultivate students’ awareness and cognitive abilities.At the same time, Task-Based approach also inspires the students to share their individual experience since they have to complete their task in groups, and then train them to understand, operate and use language.Extensive, in-depth, and complex language using has been fully reflected through the process of completing a task.Therefore, the Task-Based Approach has its own unique merits from its teaching aims or from its teaching model, because the Task-Based Approach not only has the advantages of traditional teaching methods but also has the advantages of the communicative teaching approach.There are three stages of the Task-Based Approach, which are pre-task, task-cycle and post-task(Willis, 1996).The pre-task is the preparation stage;the task-cycle is the implementation stage, and post-task is the acceptance and improvement stage.And these three stages influence with each other.Ⅲ.The current problems in English listening teaching For the current application of Task-Based Approach, the first task is to find the

problems of the listening teaching, which are two major problems in the teaching of learning comprehension.One is in the materials, the other is in the teaching models.3.1 The problems in teaching materials In the listening teaching of English in junior high school, the most important problem that troubles teachers lies in the listening materials.And there are two main problems in the listening materials.Firstly, the listening materials usually used by teachers are written language rather than spoken English, so it is difficult for English learners to understand.Certainly, one can not deny that there is a lot of spontaneous teacher-talk during class, but it is not enough to improve learners’ English listening ability.Secondly, the contents of the materials often do not match the real life.Many listening comprehension books usually include many long passages rather than dialogue and most of them beyond the learners’ ability.After listening, they have to do some comprehension exercises, usually multiple-choice.This teaching approach provides a certain type of practice, but it is not related to our real life.So the course of the listening comprehension is so boring to students.There is no doubt that the English leaner can not improve their listening ability.3.2 The Problems of Classroom Teaching Model In junior high school, most teachers usually prepare listening materials before starting listening class.They usually use a similar way to teach, they often play the tape several times, if students can not understand or memory the main idea of the listening materials, teachers often repeat the materials again and again.And teachers help students by explaining the difficult sentences.Finally, teachers usually check and correct the answers students have done, this is not a class of listening but a class of testing students’ memory, so most of the students are very tired after class.These methods of teaching not only fail to improve students’ listening ability but also make them lose confidence and interest of listening.This kind of class ignores students’ motivation to learn, and never be able to arouse students’ interest, also depresses the atmosphere and the fillings of students.The most important problem is that students do not have any chance to communicate in natural languages, let alone knowing about

the characteristics about real-life communication.From the method of teaching their teacher using, students don’t get any comments from their teacher, as a result this teaching method is not satisfied by many English learners.Ⅳ.The Application of the Task-Based Approach to the English Listening Class There are many problems about English listening teaching, especially in rural areas.To solve these problems the Task-Based Approach should be applied to the English listening class.This teaching approach is very important and useful to arouse English teachers’ awareness in order to change these old methods and improve the level of teaching.Task-Based Approach claims that effective learning is not in instruction, but experiential.Task-Based Language Teaching is characterized as collaboration, authenticity, focusing on process and students’ participation, and learning by using it, which is just a sign of modern education(Wang Yanghong, 2004:33-50).4.1 The principles for designing tasks in listening If the teachers want to use the Task-Based Approach in English teaching, they must solve the problem about the teaching materials, and this thesis will introduce three principles for designing of listening tasks.4.1.1 The task should be fun One of the advantages of Task-Based Approach is using the interesting communicative activities to stimulate students’ learning enthusiasm.Therefore, in order to improve the students’ English listening ability, teachers usually design a lot of fun tasks for them, which can arouse students’ motivation of learning.Usually, these interesting games are easy to design.For example, many teacher use pictures and let students describe them before listening, also some teacher permit students to communicate freely in class.These activities are very useful for teacher to help students improve their English learning ability.4.1.2 The difficulty level of tasks should be appropriate The difficulty level of tasks should be appropriate.If the difficulty level of the

task is beyond the students’ ability, it will lead to the entire classroom teaching fail, and then dampen the learners’ enthusiasm.Therefore, when teachers design the listening tasks, the difficulty level is very important.There is a lot of factors that can affect the listening difficulty level, but they often fall into three types:（1）The type of language used.The contents of the listening materials should match the real life.Therefore teacher should use the spoken language rather than written language in class.(2)The purpose for listening.Teachers should prepare some questions for students before listening, and ask students to finish them after listening.(3)The context of listening.Many students can’t understand the listening material because of without background knowledge.So teachers should provide enough background information to students.4.1.3 Learning by Doing

Actually, learning by doing is gaining knowledge from practice, which emphasizes to take students as a center.Teachers should guide the students to learn the language by performing a specific task.What’s more, student can achieve and enrich the learning experiences and strategies through designing some special-purpose language activities and completing some specific communicative tasks.Therefore, they can enjoy the joy of success.Students have to master the language used in the classroom communication, although they still have to learn grammar and memorizing vocabulary.If one wants to master the knowledge of the language, he/she should depend on himself, rather than teachers.Long(1933)believe that “ a Task-Based Approach sees the language process as one of learning through doing—it is primarily engaging in meaning that the students’ system is encouraged to develop”.4.2 The steps for designing task-based teaching model in listening class

The traditional model of teaching has affected the validity of the listening class.The nature of the Task-Based Learning is the process of learning by doing, and the students are engaged in natural language learning through experience and expectation.In the process of listening, what teacher needs to do first is to provide opportunities

and designing process.And teachers have to make the process of leaning more effective, in different stages, students can master certain skills of learning by with a specific purpose and working in different sub-tasks.According to the listening teaching model of Underwood’s and Willis’ model of the task-based instruction, the author tries to establish a task-based listening teaching model.Taking “Unit 8, anything else?” as an example(Chinese Ministry of Education, 2002)4.2.1 Pre-listening stage The principal function of tasks and exercises at this stage is to provide orientation to the input topic and to activate learners’ own knowledge and frames of reference(Keith and Helen, 2002:321-328).This target can be achieved through a variety of ways: using pictures, open discussion, reading a text on the same subject, prediction of the content, or doing some language practice, such as identifying related words or a group of pre-listening problems.In addition, teachers may also need to introduce a number of important topics related words and phrases which the leaner don’t know before.The first and foremost, teacher have to come up with an interesting topic which is related to the task.The teachers should know that all the students understand what the task involves and what its goal is.At this stage, Wang(2002)provides students with the following activities to finish.(1)Prediction

Studies show that good learners usually have good prediction.In order to help students become good listeners, the teachers try to help the learners become better predictors.This teaching method can help the students to improve their ability of listening.In order to improve the students’ listening ability, teachers often give students some topics to discuss before start listening, and teachers usually use different activities to encourage students predicting what they will listen to.Many times, the listening materials contain some pictures.Students can usually predict about what they will listen to according to them.(2)Set the Scene

Another type of pre-reading activities for students is to set the scene.It is more

difficult to leaner to listen to in class than in real life.Because in our daily life, we know clearly what we talk and why we talk when we communicate with each other.However, in the classroom, we just passively listen to a lot of listening material and it does not match to real life, so it is difficult for us to understand.Therefore, teacher should provide enough background information to the English learners to activate the schema of the learners, so the students will prepare to understand what they will listen to.For example, teacher provides a picture to students, and asks them to look at it.By doing so, the schema of related scene can be activated, and thus will make the listening task easier.4.2.2 while-listening stage Crookes argues that the while-listening stage is the most difficult for the teacher to control.Because at this stage students can came across many difficulties, for example, they don’t understand what they have listened to, so some student may give up going on listening.However, if the teacher provides students with some background information, students will not lose confidence while listening.Another important thing is that if the teacher provides students with a goal or task it can help the learners to focus on the listening materials.Teacher should design different kinds of tasks for students while they are listening to a passage.A few examples are as follows.(1)Listening for the gist.At this stage, firstly, teachers should make students understand what they should know from the listening material while listening.In our daily life, we have no chance to listen to something several times.Many times, although we can’t catch every single word the speakers said, we can understand them from the gist of what they said.Therefore it is importance for teachers to prepare some questions for students before start listening, and these questions must be related to the listening materials, and then make students understand the gist of the listening materials by these questions.If teacher use this way in listening class, students will cultivate a good habit of how to practice listening, and they will know that they only focus on the gist of listening materials rather than every single word.This not only can arouse their interesting but

also can help them improve their ability of communication in our real life.(2)Taking notes while listening.Because students can’t remember all the information they have heard after listening, teacher should ask them make notes whiling listening, which can help them understand the materials clearly.Certainly, teachers should make students understand how to make notes.For example, if the listening material is about some one, teachers will ask students to focus on some important information as follows: What does he/she do? How old is he/she? What does he/she like? So students can complete some tasks through taking notes.Using this approach can improve the students’ listening ability, so teacher should make students cultivate a good habit of taking notes.(3)Listening and filling When we do listening practice, we always do some questions about blank filling.We are very familiar with it.And this question is very difficult for students to finish.So teacher give students some tips about it.For example, teachers ask students to read the uncompleted passage before listening, and then finish the blank while listening.Also teachers should let students know how to focus on the details.For example, function words are almost unstressed and therefore some times difficult for students to hear, so teachers always help students infer them according to the whole passage.Using this ways can help students improve their ability of listening comprehension.Here is an example.Tom has _____________________.Lily has____________________.Her father is a_________________.He is a _____________________.4.2.3 Post-listening stage Post learning activities comprise a range of follow-up possibilities, including lexical and grammatical development, role play, writing practice various tasks and so on(Keith and Helen, 2001:321-328)

(1)gap-filling At this sage, firstly, teachers give students an incomplete summary of the text that students will listen to.This kind of practice is also very difficult for students.Firstly, the students have to make notes while listening.And then teachers give students some minutes to tidy up their taking notes.Finally, students have to complete the summary according to their own notes.However, they can use their own words, rather than original words from the listening materials to complete the summary.This is good activity for students to practice their listening.(2)Picking up the discussions on the pre-listening.At this stage, instead of other kinds of questions, open-ended questions can be discussed.Teachers always divide the students into small groups.These questions are prepared by teacher before start listening.Certainly, the answers of some questions have been discussed before listening.For example, why do you like Beijing? Do you want to study abroad? Why? Many times, some views of students are similar to the author, so they can complete the questions easily.Another type of questions students can’t discuss before listening but only be inferred from the text.So teachers give students some minutes to prepare and divide them into small groups to share their individual views.This way can improve their study efficiency.V.Conclusion Task-Based approach shows that the teaching aims and teaching functions have been transformed.The Task-Based Approach has become a respectable new teaching approach through the 20 years of exploration and practice.It gives teachers and students a new challenge and innovation.Moreover, it stimulates students' interest and motivation, and gives students a new feeling and sense of accomplishment.At the same time, the Task-Based Approach also continue to be improved and perfected in practice.Each teaching approach has its merits and demerits, however, it is extremely important for teachers to mobilize the students’ interest in learning and to design proper tasks for students to participate in the act of listening.References ［1］Anderson and Lynch.Listening[M].London: Oxford University Press,1988.［2］Bruner.Child’s talk: Learning to Use Language[M].New York: Norton,1983.［3］Crookes.Task and language learning: Integrating theory and practice[M].Clevedon: Multilingual Matters,2000.［4］Keith Johnson and Helen Johnson.Encyclopedic Dictionary of Applied Linguistics Handbook for Language Teaching[J].Foreign Language Teaching and Research,2001(2):321-328 ［5］Long.Input, Interaction and Second Language Acquisition PhD [D],Los Angels:University of California,1993.［6］MC Dough.Research methods for English language teachers [M].Beijing:Foreign Language Teaching and Research Press,1981.［7］Nunan.Communicative Tasks and the Language Curriculum TESOL Quarterly[J].Research methods for english language teachers,1998(2): 279-295.［8］O’Malley.Learning Strategies in Second Language Acquisition[M].Shanghai:Shanghai Foreign Language Education Press,1998.［9］Prabhu.Second language pedagogy[M].Oxford:Oxford University Press,1987.［10］Richards and Rodgers.Approaches and methods in language teaching[M].Cambridge:Cambridge University Press,2002.［11］Richards and Platt.Longman dictionary of language teaching[M].Beijing: Foreign Language Teaching and Research Press,1992.［12］Sheerin.Listening comprehension: Teaching or testing[J].English Language Teaching,1987(2):42-43.［13］Skehan, P.Tasks type and task processing condition as influences on foreign language Performance[J].Language Teaching Research ,1998(4):185-211 ［14］Ur.Discussion on listening comprehension[M].Cambridge: Cambridge University Press,1996.［15］Underwood.Have you heard?[ M].Oxford: Oxford University Press,1999.［16］Wang Qiang.A Course in English Language Teaching[M].Beijing: Higher Education

press,2000.［17］Willis.A Flexible Framework for Task-Based Learning[J].Change in Language Teaching 1996(2)52-62.［18］蔡蘭珍.任務型教學法在大學英語寫作中的應用[J].外語界，2002,（4）：41-46.［19］成曉光.對我國課程標準的思考[J].外語與外語教學,1995,(2):23-250.［20］方申萍.譯述第二語言聽力理解中的學習策略培訓[J].國外外語教學,2000,(4):21-45.［21］豐玉芳.任務型語言教學在英語教學中的應用[J].外語與外語教學，2004,(6):35-380.［22］葛文山.簡論任務型教學模式在基礎英語中的實施[J].中小學英語教學,2003,(2):28-300.［23］國家教育部.英語新課程標準[M].北京:北京師范大學出版社，2001.［24］國家教育部.Go for it[M].北京:人民教育出版社,2002.［25］廖曉青.Bangalore交際教學簡介[J].國外外語教學,2002,(2):24-280.［26］李敏.任務型教學在中學英語聽力教學中的運用[D].甘肅：教育學院英語學科教育,2005.［27］魏永紅.任務型語言教學在英語教學中的應用[J].外語與外語學,2004,(6):35-50.Acknowledgements

My deep gratitude first goes to my tutor, Mr.Liu, who has given me a lot of enlightening instructions in my paper and guides me through the process of writing this essay.He always takes pains to read my papers and gives me valuable advice.Without his guidance and valuable suggestions, the completion of this essay would not have been possible.I really appreciate his unreserved help and will keep it in mind forever.Sincere thanks also go to the others teachers who taught me during my four years of college life.They have greatly benefited my intellectual growth through their inspiring lectures.I am also grateful to my dear roommates and friends who have offered me a lot of helpful suggestions and valuable reference books.Finally, I want to express my sincere thanks to my family for their support, encouragement and understanding they have given me for these years.

第四篇：淺析初中英語聽力教學現狀及策略

淺析初中英語聽力教學現狀及策略

● 商林金

近年來，聽力能力越來越受到教師與學生的關注，聽力教學也受到普遍的重視，但是聽力教學效果并不理想，英語聽力已經成為制約學生英語學習的瓶頸。如何進行有效地聽力教學，提高學生的聽力水平，已成為眾多學者研究和探討的重要課題。

一、聽力教學的現狀 在英語聽力學習中，存在普遍的現象就是多數學生怕聽力。面對極其簡單的聽力題仍束手無策，速度跟不上，致使教師在教學中也很難順利有效地完成聽的教學。聽力教學的現狀主要有以下幾個方面：

就多數學生而言，學習英語不是為了用它交際，而只是簡單的應付考試。甚至有少部分學生對英語失去學習的興趣，沒有良好的英語學習習慣。許多學生上初中以后，在英語的學習中，由于詞匯、句型及語法知識的貧乏直接影響了他們聽力水平的提高，再加上學生在學習英語的過程中缺少英語聽力的氛圍，英語聽力實踐的機會少，勢必造成學生聽力水平跟不上，對聽力產生焦慮和畏難情緒。

就教師來說，為了提高學生的筆試成績，他們將大量的時間放在閱讀教學和語法知識的講解訓練上，這使學生聽到英語的機會就變的更少了，人為造成聽力訓練的缺乏，使學生長期缺乏聽的體驗。視覺系統成為學生獲取語言知識的唯一渠道，學生看得懂的東西并不一定聽得懂。而是只在臨近考試時，才突擊訓練一下聽力，心理上有個安慰。

就學校方面，雖然隨著地方經濟的發展，農村中小學的辦學條件得到了很大的改善，但仍有相當一部分學校缺乏必要的教學設備，如多媒體教室、語音室等。缺少語言學習環境和氛圍，多數學校可能也從未舉辦過英語角、英語演講比賽、英文歌曲大賽等調動學生積極性之類的活動。別外，中學缺少系統的聽力訓練教材，這也制約了學生聽力的發展。

二、提高聽力的策略

和閱讀相比，聽力又有自己的特殊之處。閱讀文章時，一句話沒看懂，可以回過頭再讀一遍；而聲音是無形的，聽過了就不能重來，更無法控制說話人的速度。由于這種特殊性，使得聽者常常在回味頭一句的同時錯過了后面的內容，不期而遇的生詞也往往讓人停留而忽略了以后的話。那么怎樣提高英語的聽力水平呢？

1．培養學生聽力的興趣

俗話說：興趣是最好的老師。教育學家烏申斯基說過：“沒有任何興趣而被迫進行學習會扼殺學生掌握知識的欲望。”因此學習興趣十分重要。興趣可以加強學習動機，增強記憶，因而是提高學習效率的重要因素。

《英語課程標準》明確指出，“學生只有對自己、對英語及其文化、對英語學習有積極的情感，才能保持英語學習的動力并取得成績。消極的情感不僅會影響英語學習的效果，而且會影響學生的長遠發展。”如大量的英文短詩，沒有過多的生詞，又配有悅耳的音樂，給人以美感，朗讀起來朗朗上口。淺顯易懂的英國兒童錄音一般難不倒中學生，他們會爭先恐后地盡量照原文復述，努力表現出自己“聽懂了”。這樣就大大地激發了他們的興趣，也增強了他們對聽懂英語的自信心。

2．培養良好的心理素質

保持良好的心理狀態，對學生的聽力理解能力有巨大的影響。在聽力訓練時，應注意培養學生良好的心理素質。首先，在訓練時遵循循序漸進、由淺入深的原則，所選材料可以由詞到句，再到文章，讓學生覺得輕松，不會產生畏難心理。其次，要有的放矢地制訂聽力訓練計劃，讓學生在心理上有足夠的準備，滿懷信心，這樣再遇到聽不懂或沒有聽到的內容時，可以果斷處理，不至于影響后面答題。

3．排除語言障礙

在影響英語聽力理解的諸多因素中，語言知識是聽力理解的基礎和關鍵，而對語言知識的掌握需要依靠大量的語言基本功訓練。在對學生進行聽力訓練的過程中，教師應注重培養學生掌握正確的英語語音、語調的習慣，讓學生多模仿真實語境中的有聲材料，使其在自然的語流中形成語感，適應英語聽音。

4．拓寬文化背景知識

除了學生自己課外對文化背景知識的補充外，教師在選擇聽力材料的時候，也應有的放矢地注重拓寬學生的知識面。在選擇聽力材料時，可選擇內容涵蓋面較廣的材料，如涉及政治、經濟、軍事、文化、科學、體育等多領域，但同時又要注意不能過于專業化。應選擇學生聽解水平相當

或略高的聽力材料，且要注重其涵蓋信息的廣泛性、新穎性、趣味性、實效性、真實性等特點。這樣的聽力材料不但能激發學生對聽力理解的興趣，同時也對拓寬聽力視野起到潛移默化的作用。

5．創造一定的聽、說環境

聽、說是一種語言交流，沒有一個外語環境或一定的聽、說條件，只靠單槍匹馬很難收效。當然，現代科學為我們提供了錄音機這一工具，我們可以把課文，對話和中外成品磁帶錄制下來反復聽和模仿。還可以把自己的口頭作文和復述錄下來，仔細審聽，發現問題及時糾正。但是，在自然條件下，聽與說是不能分的。一個人聽的過程實際是另一個人說的過程。如果有條件的話，最好能把自學的伙伴組織起來，定期開展會話活動，或利用社會上、公園中、學校里提供的“英語角”等條件，既練了說，又練了聽，在實際的語言環境中練習，才能取得長足的進步。

6．加強聽力技能的培養

在聽力訓練前，可以通過提問相關的問題或介紹背景知識，啟發學生思維，讓學生帶著問題和任務，積極主動地投入聽力訓練中。

在聽力訓練中，引導學生整體把握聽力材料的大意，抓關鍵詞，作簡要的記錄。記錄可采用數字代號、縮略語、頭字語或一些其它符號來代替。甚至有時還可以畫簡圖和簡表來記錄語篇意義。如果遇到難的詞句，立刻跳過，不要死纏不放，影響后面的內容理解。其實，對段落文章的理解，有時候并不在于某一個句子或某一個詞，因此而影響整體的理解，實在是因小失大。

在聽力訓練后，對還沒有做出選擇的題目，迅速進行回憶整理。根據當時對該部分的印象，結合試題，大膽做出選擇。

要想把英語聽力水平提高上去，不是一蹴而就的事情。冰凍三尺，非一日之寒，英語聽力能力提高的過程是一個漸進而復雜的過程。要想提高英語聽力教學水平和聽力技能，學校、教師和學生都必須共同克服這些制約聽力的負面因素，拆卸掉心理障礙，合理安排聽力訓練，自覺充實和擴大語言文化知識，養成良好的聽力學習習慣，在久而久之的多聽多練中，英語聽力水平一定會更上一層樓！

（商林金 鹽城市潘黃實驗學校）

第五篇：初中英語聽力教學的有效策略

初中英語聽力教學的有效策略

聽是人們進行言語交際的重要手段，是學習英語的重要途徑之一。研究表明，聽占整個言語交際活動總量的45%。可見，訓練聽力有助于全面提高學生的英語交際能力。隨著英語新教材的啟用，加強學生的聽力訓練，提高學生聽力理解水平，已經受到廣大英語教師的高度重視。

一、英語聽力教學存在的問題

目前，初中英語聽力教學存在一些問題：1.教師方面：對聽力教學的重要性認識不足；教學計劃及時間的安排不夠合理；聽力材料的選擇不恰當；教學方法落后。2.學生方面：缺乏鮮活的語言環境；課前不預習；課堂上聽課不善于思考、不認真記筆記；課后缺少及時復習鞏固，長此以往，聽力學習愈發困難。

二、英語聽力教學的有效策略

英語聽力教學，一般把整個教學活動分為三個階段：聽前Pre-listening、聽中While-listening和聽后Post-listening。在英語聽力教學中，應該采用以下有效策略。

1.遵循教學原則，選擇聽力材料

肖禮全先生在《英語教學方法論》中說：從教學法研究的角度，選擇正確的聽力材料需遵循七大原則：難易適度原則、多多益善原則、內容適用原則、多樣性原則、語言真實性原則、學得與習得相結合原則和成功性原則。選擇適合的聽力材料，對提高學生聽的興趣有直接的影響。

2.養成良好習慣，聽說讀寫背譯

語言文化知識是學好英語語言的基礎，英語聽力也會受到語言文化知識面的影響。如果學生的語音、語法、詞匯以及文化知識不足，勢必會對英語聽力造成不小的負面影響。教材中有著聽、說、讀、寫、譯等部分，按照教材中的要求，養成朗讀、跟讀、背誦課文的良好習慣，也能間接地提高聽力理解能力。

3.合理利用教材，進行規范訓練

教材是一名良師，應當合理地利用教材。教材的配套磁帶對聽力很有幫助，在教課文時可用磁帶教讀。平時訓練聽力測試題時，先給學生看題，讀懂各句子的意思，用筆勾出自認為是重點的詞匯；不動筆做題，集中精力聽，然后抽學生說出主要內容；讓學生邊聽邊做；讓學生精聽，跟著磁帶讀，檢查答案。

4.抓住基礎部分，排除各種障礙

抓住基礎部分，主要是指識記大量的詞匯、能夠進行標準的發音以及懂得一些基本的語法知識，這在英語的聽力中是很有必要的。詞匯量大，在聽的過程中排除因詞匯、語言以及語法障礙等引起的障礙。掌握一定量詞匯的語音、詞義是理解一篇聽力錄音的前提，增加詞匯量是克服聽力詞匯障礙的一個重要手段，具備較好的語法技能則又會如魚得水。

5.精泛聽分主輔，循序漸進提高

在聽力訓練的過程中，泛聽是理解大意，精聽是理解細節。泛聽可以聽一些具有幽默性、語言比較易懂的文章，也可以聽一些經典的英語歌曲。精聽方面主要是課堂上有針對性的進行訓練，精泛結合，循序漸進，達到提高英語聽力水平的目的。

6.進行分級訓練，培養良好心理

中學生的非智力因素，雖不是學習過程的直接介入者，但對學習的效果有著重要影響。在英語聽力過程中表現得更為明顯。如果兩個人的聽力水平相當，心理狀態不同，考試的結果也會相差很大。當具備一定的聽力理解能力時，就有必要進行分級訓練。可以從120詞/分鐘逐級地訓練，直到280詞/分鐘，甚至更快。在進行聽力分級訓練時，還應加強對考試心理素質的培養，在進行定時檢測或考試時，心情放松，精神專注，沉著應對。

7.落實技巧訓練，提高英語聽力

在進行的精聽訓練中，注重技巧訓練。聽前，快速地瀏覽各小題，掌握各題大意，帶著問題去聽。聽中根據上下文和所提問題猜詞，注重學生聽能聽清楚內容，并盡力進行表面的理解，根據學生的實際水平，可以重復進行訓練，使學生注意力更集中。

三、英語聽力的教育實踐效果

近幾年來在教學中，結合本策略訓練，學生的聽力理解能力及學習效果大大提高。此外，聽力策略訓練還培養了學生正確的語言學習觀念，增強了學生的聽力自信心，提高了自主學習能力。當然策略訓練的效果受諸多因素的影響，教學中只有聽說讀寫互相帶動、促進和提高，才能最終提高英語聽力水平，享受到英語帶來的無限樂趣，從而真正學好英語。

（作者單位：重慶榮昌吳家中學）