Teaching Listening Effectively.docx
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Teaching Listening Effectively.docx
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TeachingListeningEffectively
TeachingListeningEffectively
Abstract:
EnglishteachingreformhasbeencarriedoutforyearswithanewEnglishsyllabusandanewsetoftextbooks.ThenewEnglishteachingsyllabusistheframeworkandguidelinesofEnglishteaching.Briefly,theNewCurriculumsimplythebasicrequirementsfordevelopinglanguagelearners’listeningskill..Fromtheyearof2007,HainanIslandbegantoacceptlisteningaspartofitsNationalEntranceExaminationandtherefore,highfocushasjustbeenputintolistening-lessonteaching.However,longtimeoftheabsencefromtrainingandguidancedefinitelyfrustratesbothteachersandstudentsinlisteningteachingandlearning.Thefollowingaremeantforlanguageteacherstobearinmindatthedisposaloflisteningclasses:
❑ Whatismyattitudetowardslisteninglessons?
DoIknowanytheoriesandactivitiesinlisteningteaching?
❑ DoIalwayscarefullyandpurposefullydesigneachpre-listening,while-listeningandpost-listeningactivitiestodevelopstudents’interestandlisteningability?
Hence,thisarticleaimstoexplorewhatwillbeentailedtofulfillaneffectivelisteningclass,especiallytoarousetheteachers’awarenessoftheimportanceinwell–preparedlisteningwork,todiscusspossibleactivitiesinlisteninglessonsbasedoncoursebooks,hopefullytoorganizeallstagesinlisteningsuccessfully.
KeyWords:
develop,listeningskills,listeningactivities,listeningstages,effective
IIntroduction
InmanyplaceswhereEnglishislearnedasaforeignlanguage,thoseresponsibleforthecurriculumandtheexaminationshave,inrecentyears,introducedanelementoflisteningintotheirprograms.Whilstitmustberecognizedthatthishasbeenanimportantdrivingforcebehindthedevelopmentoflisteningwork,thereisnodoubtthat,overthesameperiod,teachersthemselveshavecometoappreciatethevalueofdevelopingtheirstudents’listeningskills,notmerelysothattheycanpassexaminationsbutalsoformoregeneralusewhentheywishtousetheirEnglishintheoutsideworld.
Consequently,tomeettheneedsofthedevelopmentofmodernsociety,EnglishteachingreformhavebeencarriedoutforseveralyearswithanewEnglishsyllabusandanewsetoftextbooks.ThenewEnglishteachingsyllabusistheframeworkandguidelinesofEnglishteaching.Briefly,theamendmentofsyllabusimpliestheimportanceofbasicknowledgeandskillsoflistening,speaking,readingandwriting,withlisteningplacedthefirst.Thus,itisimportanttohelpstudentsdevelopthelisteningskillstheymayneedforfurtherstudy,work,orleisure,sothattheywillnotbeamongthemanypeoplewho,havestudiedEnglishforsomeyears,find,totheiramazementandhorror,theyareunabletounderstandtheutterancesofnativespeakersofEnglish,sothattheywillbeabletolistentoEnglishwithconfidenceintheirabilitytounderstand.
Ⅱ.Importanceoflistening-learning:
Inthelanguageteaching,thephrase“listeningskills”isoftenusedtomean“listeningandunderstandingskills”or“Listeningcomprehensionskills”(O’Malley,J.M.1992),anditmeans“listening”istakenasmeaningtryingtounderstandtheoralmessagespeopleareconveying.Ithasbecomecommonpracticetorefertothemateriallistenedtoasa“listeningtext”.Listeningistheactivityofpayingattentiontoandtryingtogetmeaningfromsomethingwehear.Tolistensuccessfullytospokenlanguage,weneedtobeabletoworkoutwhatspeakersmeanwhentheyuseparticularwordsinparticularwaysonparticularoccasions,andnotsimplytounderstandthewordsthemselves.Aspeakersaying“It’scoldhere”,forexample,maybewishingtoconveyanyoneofarangeofmeanings:
simplystatingthefactofthecoldweather,orasuggestiontoclosethewindows,orjustahinttostartaconversation,oranexcusetoleave.Whatthespeakermeansliesonlypartlyinthewordsspoken,andthelistenermustrecognizeandinterprettheotherfactorsusedtoconveythemessage,whichisaskillseeminglydevelopingeasilyformother-tonguelearning,butrequiresconsiderableeffortswherelisteninginaforeignlanguageisconcerned.Therefore,studentsneedtolearntousemorethantheirknowledgeofstructureofthelanguage---itsvocabulary,itsphonology,etc---iftheyaretobeabletolistensuccessfully,theyneedtolearnnotonlytofathomoutwhatismeantbythewordsspoken,butalso,andatthesametime,toestablishorelaboratethecontexttowhichitrelates.Theyneedtoapplyboththeirknowledgeof“languageusage”and“languageuse”(Mendelssohn.andRubin,J.1995).Thus,by“learningtolisten”,studentsshouldfullybeengagedtoattendtowhattheyhear,toprocessit,tounderstandit,tointerpretit,toevaluateit,torespondtoit,finallytheyaretobecomeinvolvedandactivelisteners.
Ⅲ.Potentialproblemsinlisteningteachingandlearning:
Englishlanguageeducationhasbeenaccordedmuchimportance
inChinainthelastquartercentury.However,althoughlisteningandspeakingarewellrecognizedascriticaldimensionsinlanguagelearning,theyremaintheleastunderstoodprocesses,andevenifmoststudentscanreadandwritewell,theirlisteningandspeakingproficiencyremaincomparativelyweak.ThemainreasonisthattraditionalmethodsremainstakingadominateplaceinclassroomEnglishteaching.Suchlong-lastinginfluenceisbecausemanyteachersstillthinkitpracticalandeffectivetoteachstudentsknowledgeofEnglish,purposefullyassistingthemintheUniversityEntranceExam.Theprevailingthoughtmakesmanyteachersbelievethatreadingandwritingaremoreimportantthanlisteningandspeaking.Thisresultsinquitemanyproblemsinlisteningteachingandlearning.
Firstly,asafocusofinstruction,asimple,changeless,dullarrangementof
thelisteningclassisusuallygiven,forinstance,atypicalpatternoflisteningcomprehensioninclassroomsisthattheteacherstartsthelessonbyintroducingsomebackgroundknowledgeandexplainingsomedifficultwordsandexpressionsinrelationtothelisteningtexts.Thentheteacherplaysthecassettetapetwoorthreetimesandasksstudentstodothecomprehensionexercises.Afterfinishingtheirexercises,studentsareaskedtochecktheiranswersbylisteningtothewholepassageagain,ortheteacher’soralanswers.Sometimes,theteacherplaysthetapesentencebysentenceorseveraltimesinorderforstudentstofinishtheir“finishingintheblanks”exercises,ormakesureofthemeaningofonewordoronesentence.Frequently,classroomhoursallocatedtolisteningareratherlimited,usuallytwentytotwenty-fiveminutesaunit(usually,theallocatedtimeforaunitis9periods),whatisevenworse,theyareevensacrificedtogivetimetoreadingandwriting.
Secondly,suitableandauthenticlisteningmaterialsareingreatshortage.
Listeningcontinuestobeunderratedinmanyprograms,andsomeoftherecommendedmethodsandtechniques,aswellassomeofthepublishedmaterials,continuetobebasedonoutdatedmodelsoflanguagelearningandteaching.Coursebooksgivelimitedattentiontolisteningcomprehension,andveryfewspecializedlisteninginstructionalmaterialsareavailable.Basedoneachunittopic,listeningmaterialsaretoodifficultandlackofinterest,andsomeevenbeyondthestudents’experience,whichcausesstudents’frequentdistractionwhilelistening.Suchkindofsituationlistedaboveinturnlowersstudents’interestandmotivationinlisteningandfurtherhindersthedevelopmentoftheirskills.
Lastly,someproblemsinlisteningarerelatedtothespeedofdeliveryand
thelanguageusedbythespeaker.Sincethesearebeyondthestudents’control,thestudentsareunabletokeepupwiththespeaker.Accordingly,theyfailtograspthewholemeaningofthetext.
Inaword,theshortageofauthenticorinterestingmaterialsandhigh
recognition,thestudents’beingunfamiliarwiththesounds,stress,intonation,rhythmofnaturallyspokenEnglish,theirlackofvocabulary,theirpossiblefailuretorecognizethe“signalwords”,theirinabilitytoconcentrate,aswellastheirunfamiliarwiththetypesoftextmayaddgreatbarrierstothestudents,especiallyifthespeakerhasadifferentaccent.
Ⅳ.Teachers’roles&missionsinlisteninginstruction:
Fortunately,thingsaregettingwellinthatfromtheyearof2007onlistening
isrequiredintothenationalexaminationandmuchmoreattentionwillbepaidtoit.However,tobeeffectiveteachersoflisteningcomprehension,firstofallteachersaresupposedtowellunderstandtheirmissionsandrolesinlisteningteaching.
1.Servingasresourceandsupportoflearners.
Itiscommonlyacceptedthatlisteningisthemostdifficultskilltoobtain.Tofacilitateteaching,teachersshouldserveasresource,lecturerandguide.FirstlyitisrelatedtoKrashen’sAffectiveFilterHypothesis(1988).Ateacher’sgoodteachingmanner&attitudecanreducestressandanxietytotheminimum,likebeingabletohelpwheneveritisneeded,treatingstudentsaswholepersons,toleratingtheirerrors,nottreatingtheactivitiesasteststobemarkedandscored,makinglisteningworkenjoyablebyexploitingeveryopportunitytogiveourstudentsasenseofpurposeandasenseofachievement.Whatismore,teachersshouldallowstudentstimeforincreasinglearner-centeredactivity,includinglotsofpairandgroupworkintheclassroomandmotivatelessablestudentstoengagemoreactively.Andalso,teachersshouldencouragethestudentstohelpeachother,sothattheemphasisisonthesuccessfulcompletionofthetasksratherthanonwhogotit“right”or“wrong”.Thestudents,especiallythelessablestud
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