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1、本科毕业论文 浅谈中学英语听说教学学生姓名： _学生学号： 院（系）： 外国语学院 年级专业： 2003级英语本科1班指导教师： 二七年五月On the English Teaching of Listening and Speaking in Middle School in ChinaZhang PindeUnder the Supervision ofCui ZhaohuiSchool of Foreign Languages and CulturePanzhihua UniversityMay 2007ContentsAbstractKey Words.摘要.关键词.Introduct
2、ion.1I. The Present Situation in English Teaching of Listening and Speaking.2A. The Present Situation in English Teaching of Listening.2 B. The Present Situation in English Teaching of Speaking.2II. The Solutions.3A. Ways of Improving Listening .31. To Proceed Step by Step according to the Students
3、Actual State42. To Provide Interesting Materials.53. Give Some Relevant Instructions before Listening.54. To Do Some Dictation Exercises.65. To Catch the Main Points76. To Create a Good Language Environment.77. To Enlarge the Students Knowledge.8B. Ways of Developing Speaking .81. Two-way Communicat
4、ion.82. To Carry out Activities in Class.113. To Carry out Other Activities.11Conclusion.13Acknowledgements 14Bibliography.15AbstractIn middle school, most students feel that it is very difficult for them to listen to English and speak English. As we know, the teachers always spend a lot of time in
5、practicing written English, such as the words, grammar, and so on, which leads to a serious problem for the students future study. The aim of learning English is to communicate with others, and oral English is becoming more and more important, so at the beginning stage, the teachers should pay more
6、attention to listening and speaking. As long as the students have a good base in middle schools, they will save a lot of time and be more interested in learning English. This paper first introduces the problems in listening and speaking teaching in middle school, and then gives some suggestion about
7、 the solutions, such as group-work method and two-way communication. Both of them are very beneficial for the students.Key wordsEnglish teaching in middle school; listening; speaking摘要在中学，大部分的学生发现英语听说方面非常难。就我们所知，老师们通常花大量的时间在书面英语上，如，单词，语法等等。实际上这种情形将在以后的学习中成为一个比较严重的问题。学英语的目的主要是交流, 而当今口语的重要性显得日益突出，因此，在
8、英语学习的入门阶段，老师应当更加关注学生听说能力的发展。只有在中学阶段打下良好的基础，才能使学生们在日后的学习中节省许多的时间，也将大大提高学习英语的兴趣。这篇文章主要介绍了英语听说教学方面所存在的一些问题及解决这些问题的基本方法。如小组活动教学，功能教学法的应用，它们都是在理论与实践方面被证实是行之有效的，对学生的帮助很大。关键词中学英语教学；听；说IntroductionNowadays, English is becoming more and more important after China entered the WTO, which can encourage us to st
9、udy English well. To study a foreign language, we should master four abilities: listening, speaking, reading, and writing. Generally speaking, communication is the main aim of learning a foreign language, and we know that most students have less difficulty in reading and writing. From this point, we
10、 should pay more attention to listening and speaking. In fact, in China, a lot of students spend a great number of time in learning English, but they still feel that they can not understand well what they have heard and can not speak fluently. This is partially because of our examination system, and
11、 partially of teaching method. As we know, as long as the students get a high mark and they can enter into a good school. So we just focus on the grammar. In the past several years, the government realized the seriousness of Examination - oriented education and did a lot to change the situation. The
12、 teaching outline has been informed. In the text books, there are a lot of activities involving listening and speaking, including pair work and group work. In the examination the part of listening comprehension has been added, and it is more difficult. At home and abroad, there are many experts stud
13、ying the methods of teaching, and the main method is Functional method, which has been used almost all over the world. Here I would like to introduce some useful methods to help students to improve their listening and speaking and raise their interest. . The Present Situation in English Teaching of
14、Listening and SpeakingA. The Present Situation in English Teaching of ListeningIn middle school, most students have great difficulties in listening because they can not pronounce correctly and have no good methods to practice listening and they lack relevant knowledge about the foreign countries cul
15、tures.In fact, listening comprehension is an essential part of communication and basic to second language learning. In any standard foreign language test, listening comprehension usually occupies a considerable proportion. Yet, to the students who learn English in situations where English is not the
16、 language of the country and where opportunities for hearing English outside the classroom are few, it is usually extremely difficult for them to comprehend English spoken to them. Many students, usually influenced by some traditional habits, are accustomed to putting what they are hearing into thei
17、r native language in order to get the original meaning. As a result, when trying to understand one sentence, and then they will miss the next one. So when a conversation or a passage is over, they almost know nothing and are totally at a loss what to do about the exercises they are required to do. I
18、n order to develop their listening skills, some teachers just give them plenty of graded practice and hope that they will work out for themselves the most efficient way of coping with it. Unfortunately, it only proves to be a timeconsuming but inefficient way and they can hardly arrive at the most s
19、atisfactory solution of their own accord. When they repeatedly meet with setbacks, they come to the conclusion that listening comprehension is only the eagles nest and it is an impassable chasm. Some even lose their confidence. Actually, the improvement of listening comprehension can be gained by go
20、od methods. B. The Present Situation in English Teaching of SpeakingFor a long time, students have been used to the English learning situation whereteachers explain grammatical structures and the content of texts most of the time while students job is to take notes and respond to. Their role in the
21、class is passive. Although sometimes they have some speaking activities in class, such as doing oral translations, making sentences orally or reading texts aloud, none of these involve genuine communication in which they can express their own opinions, exchange their own ideas or find their own solu
22、tions to the problems. As a result, students feel frustrated when they face with genuine English-communication situations. They find it difficult to talk with a real native speaker and to express themselves orally.In view of all the students difficulties in listening and speaking, we, as teachers, w
23、ill have to try our best to use a more gradual but most efficient approach to the real language and help them in various ways. Something must be done in English classes to give students more chances to practice speaking English and to encourage them to engage in meaningful interactionsII. The soluti
24、onsA. Ways of Improving ListeningFor some years now, methodologists have recommended small group work (including pair work) in ELT (English Listening Text) classrooms. The pedagogical benefits of group work are summarized as follows: “it increases the quantity of language practice opportunities; it
25、improves the quality of students talk in several ways; it helps individualize instruction; it creates a positive, relaxed phenomenon in the classroom and it increases students motivation.”(Long and Porter, p124) With group work, students can practice language use and cooperative learning in which th
26、ey can form relationship with others in the group and share their beliefs and perception with others with only minimum amount of direction from teachers. How can we improve the students listening level in a small group? There are seven practical ways.1. To Proceed Step by Step according to the Stude
27、nts Actual StateWe should practice listening step by step and according to the students actual state .During the initial stage of listening, we should spend a lot of time training basic skills. As we know, whatever we do, we should begin with the basis. So is the listening. In junior high school, it
28、 is the beginning of learning English. So it is the key period. We can study the native language easily especially the ability of listening because we could listen to a lot of materials since we were born. Gradually we can speak by ourselves naturally. That is to say, learning a language needs a goo
29、d environment. But we know that most of us can not go abroad and we can just learn English at home and in classroom. Thus we almost have no real situation and should spend a lot of time .This process is long and the work is very difficult. In China we usually use class teaching. When we train the st
30、udents basic skills, we have the following methods. First we should teach the letters and the phonetic symbols one by one. During this period, we should be very patient. When the students have some wrong pronunciation, we need to teach them the way to correct it. If this process could not be done we
31、ll, the students will not grasp correct pronunciation and it is very difficult for them to improve listening and speaking. To finish that, we should be qualified. As long as we do this work very well, we will reduce many tasks and save a lot of time. Besides, students are also required to master som
32、e basic vocabulary for every-day use. Words are the most basic element. In every lesson, we should teach the new words firstly. Then ask the students to read them to gain good impression. The best way is to ask them to read the text because there is a context, which is easy for them to memorize the
33、words and know some structures .Of course we can use tape- recorder. Let the students listen to the tape and then read after it, which can improve their pronunciation and listening gradually and help them form a good feeling. What I have said is the basic phonetic knowledge and new words. There are
34、many other things; for example, the students should try their best to memorize a lot of relevant knowledge about the habits and cultures of foreign countries. And we can easily know that that this task can not be finished in a short time so we should give some instructions to them. We can tell the s
35、tudents to read some relevant books. After period of such training, we can let them listen to longer sentences and short conversations and some other materials which are the appropriate level of linguistic difficulty as regards syntax and vocabulary. If we can do it in this way, students will not ha
36、ve the feeling that listening comprehension is high up and beyond grasp at the very beginning. A good beginning is half done. Good basic skills will certainly make their future study easier.2. To Provide Interesting MaterialsIn class we should practice listening to some materials away from the usual
37、 kind of memorization exercises often used in classrooms and in language labs. The listening practice should be that in which students are to listen with full attention to something that interests and challenges them; they are to get the information or get at the meaning of what they hear and then p
38、roduce a response to what theyve understood. To do this, we can select materials of appropriate interesting level. We neednt go over all the items in “Listening Practice” one by one without considering whether it is easy or difficult, interesting or boring. As we know, when one is not interested in
39、something, he or she cant do it well anyway, even when forced to. So is the case with listening comprehension. Dull materials can only make students lose interest at all. As it proves, students perform better with materials that they want to listen to because they enjoy them. In order to make the ef
40、fect of listening comprehension more notable, sometimes we need add something, such as songs, humorous stories, some important news at home or abroad, personal anecdotes, materials containing some puzzles to be solved, etc. 3. To Give Some Relevant Instructions before ListeningIf we are going to ask
41、 our students to listen to something, we cant just stand or sit there playing the tape-recorder or we cant just explain some words or expressions. We should try to guide our students with our prior knowledge of the material. For instance, we can introduce the topic with short discussion; let them ma
42、ke a guess of what is going to be heard according to the title or give them some hints to help themto understand what they are going to listen to. By doing so, we can arouse their expectations and make them mentally prepare for the listening material. What is more important is to help students to be
43、 selective by giving them a purpose for listening. Without a definite purpose, they will be in the dark. When they try to memorize everything, they prove to forget almost everything in the end. So try to give students a few questions before first hearing, or ask them to prepare to pick out 2 or 3 ma
44、in points, or the main steps in a process. Set tasks which entail concentrating on certain features and throw away irrelevant information. Sometimes if the material is too long, we can split it up into short sections and ask questions appropriate to each short section as we go along. Sometimes if th
45、e material is a little difficult, we can introduce it in simple language first. But, remember, dont say too much or just retell the whole material by yourself. Otherwise, students will have no interest to listen to it or they will not listen to it with great care since they think theyve already know
46、n a lot about it. We can also help students to develop the ability of taking notes while listening. When we do this, we first give some questions about what the students will listen to. Thus, they will be effective with the aim. In this way, students will not miss the important facts and details. Be
47、sides, it is also conductive to the comprehension of a long material.4. To Do Some Dictation ExercisesAnother effective way of improving students listening comprehension which can be used in class is to do some dictation exercises, which is particular to those students who have been introduced to the language only through rea
