论文Analysis on the Teaching of Interactive English Listening.docx
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论文Analysis on the Teaching of Interactive English Listening.docx
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论文AnalysisontheTeachingofInteractiveEnglishListening
一、选题
AnalysisontheTeachingofInteractiveEnglishListening
二、选题的目的、意义和必要性
TheonepurposeofEnglishteachinginmiddleschoolistotrainstudents’abilityofusingEnglishtocommunicate,thatistheabilityofEglishlistening,speaking,reading,andwriting.ThetraditionalEnglishteachingmodefocusesonreadingandwritingabilitytrainingnotonlistening,speakingability.Sohowtoimprovethestudents’listeninglevelmakesusthinkdeeply.It’simportanttouseinteractivelisteningteaching..
三、主要研究方法
Amongthemethodsofscientificinvestigationusedareanalyticmethods.Causeanalysis,questionnaireandbrainstormingactivities.
四、设计过程
Introduction→Thepositionoflistening→Theproblemsoflisteningteaching→Interactivelisteningteachingandthetheoreticalbasisofitsthreeaspects
→Theembodimentofinteraction→Conclusion
五、研究结果
Fromtheproject1havelearnedthattheimplementationofinteractivelisteningteachinganditsthreeaspectsfollowstherulesoflanguageacquisition.Itreflectsthereal-timeinteractivelisteningteachingwhichregardsstudentsasthemainbodyandtheteacherasdirectorandfacilitator.Itnotonlymakesthestudentsknowwhattolistentoandhowtolistenit,butalsostrengthenthelanguageinputandacceleratetheprocessoflanguageinternalizationtopromotetheoutput,sothatthestudentscanactivelyinvolvinlisteningandinteractiveactivitiestoimprovethelanguageabilityeffectively.
ProjectTitle:
AnalysisontheTeachingofInteractiveEnglishListening
Investigator
Wangxipeng
AnalysisontheTeachingofInteractiveEnglishListening
Abstract:
TheEnglishlisteningisanimportantpartinEnglishteaching,wemustrightlytreatthedevelopingtendencyoflisteninginmiddleschoolEnglishteaching,masterthewayoflisteningandconquertheseriesdifficultiesinlisteningtraining.Theinteractivelisteningteachingisakindofefficientwayofclassteachingwhichbasesoncognitionlinguistics,thesecondlanguageacquisition,listeningtheoryandruleofpsychologymemory.Itincludesthreeparts:
pre-listening,while-listening,post-listening,andit’salsothelanguagemeltofemphasisingontheconnectionoflanguageinputandoutput,payingattentiontointeractionandcreatingaprofitableenvironmentoflearninglanguageforstudentstointensifythelanguage.
KeyWords:
listeningteaching,interactivepattern,comprehensibleinput,comprehensibleoutput,thetrainingoflisteningstrategy,pre-listening,while-listening,post-listening
TheonepurposeofEnglishteachinginmiddleschoolistotrainstudents’abilityofusingEnglishtocommunicate,thatistheabilityofEglishlistening,speaking,reading,andwriting.ThetraditionalEnglishteachingmodefocusesonreadingandwritingabilitytrainingnotonlistening,speakingability.Sohowtoimprovethestudents’listeninglevelmakesusthinkdeeply.It’simportanttouseinteractivelisteningteaching.
Ⅰ.Thepositionoflisteninginteaching
Listeningisthebasicformofinteractiveactivities.Freissaid“ListeningisthepremiseofspeakingEnglishforstudents.”Alexanderalsosaid“Masteralanguage,thefirstthingistounderstandit,anditsproportionis90%.Justunderstanditwecanfeelbetter,ifnotwemayfeeluncomfortable.SolisteningoccupiesthedominantpositionamongmanyEnglishinteractivefunctions.
Intoday’ssociety,withthewideapplicationofvariousmediums,listeningqualitybecomesmoreandmoreimportant.ButinthepresentmiddleschoolEnglishteaching,speakingandlisteningaretheveryweaklinks.Itisoftenignoredtocultivateandimprovethestudents’listeningcomprehension.Inordertochangethissituation,wemustaccentuatethelisteningtraining,sopayingattentiontoandstrengtheningtheexplorationandtheresearchinlisteningteachingmethodisthekeypointofimprovingthemiddleschoolEnglishlisteninglevel.
Ⅱ.Theproblemsexistinginthelisteningteaching
Indailycommunication,peopleobtaininformationbylisteningtocommunicate.Listeningisthesameasreading,itbelongstotheinputstageinlanguageacquisitionandisthereceptiveandinput(StephenKrashen)process.Cognitivelinguisticsbelievesthatonlyunderthepremiseofalargenumberofinput,willitbepossibletocarryouteffectiveoralcommunicationandwriting,includingproductionandoutput(StephenKrashen).Listeningplaysanimportantroletoobtainlanguageabilityforthemiddleschoolstudentstoenhancethelisteningteachinganditisalsoveryimportanttocultivatestudents’listeningability.Inmanycurrentclassteaching,manyteachersdonotpayattentiontotheexchangesbetweenthestudents,someevenplaybackthelisteningmaterialwithoutanyexplanation.Themostcommonpracticeistoexplainorintroducethewords,phrasesandbackgroundknowledgeaboutthelisteningcontentbytheteacher,thentoplaythetape.Studentsmakelisteningandpracticetogetherorpracticeafteronceortwicelisteningandtheteacherchecktheanswersafterthepractice,thenplaythetapeagaintoaskstudentstodoself-check.Infact,itisa“check”listeningratherthana“teaching”listening.Studentsonlylistentothetapeandchecktheanswersnotobtainhowtoimprovelisteningskillanddon’tknowhowtosolvethelisteningproblemandmoreimportantly,theycannotchangethereceivedlanguageintotheirownlanguage.
Ⅲ.Interactivelisteningteachingandthetheoreticalbasisofitsthreeaspects
Inordertosolvetheaboveproblems,wethinkthattheteachershouldusetheinteractiveteachingintheclassandfullycarrythemoutinthethreelinksoflisteningteaching.Theinteractiveteachingjustcentersonthelearnersandadvocatesthecommunicativeinteractiveandcognitiveactivitiesbetweenteacherandlearners,learnersandlearners,alsotheinteraction,itemphasizesthelearners’inputandoutputcombination,bothexersiceandpayattentiontolistening,speaking.Krashen(1985)monitormodelemphasizestheimportantroleofenvironmentforforeignlanguagelearning.Cognitiveenvironmentandlearningmainbodyarethemaininfluencefactorsoflanguageacquisition,andlanguageacquisitionistheresultoftheinteractionbetweenlanguageenvironmentwhichislearners’internallanguageprocessingmechanism.Learnersaretheactiveprocessingandsemanticconstructorsofvariousinformation,theteachershouldactivatethelearnerstoparticipateincognitiveactivities.Therefore,itshouldbepossibletoprovidelearnerswithanoptimallanguageenvironment.WhilethecognitivetheoryfounderPiagetalsothinksthattomasternewknowledgeisakindofintellectualactivity,andintheintellectualbehavior,thestimuliofexternalenvironmentandtheresponseoflearningsubjectsareakindoftwo-waycommunication.[2]Willams(1994),thelearners'cognitiveandaffectivesituationactivatestatesintwoconsciousbehaviorofdecision,andasustainedeffort,soastoachievepreviouslydevelopedlearningobjectives.[3]Whatcanstimulatelearners'motivationfactors,itmaycomefromthelearner'scognitive,emotional,attitude,selfworthandotherinternalfactors,alsomaybederivedfromtheexternalenvironment,society,teachersandsoon.(ShiXiaojuan,2002)Theinteractivelisteningteachingcanarousestudents'learningmotivationandinterestinlearning,andcreatealearningenvironmentwhichisrelaxed,tocommunicateequally,andinteracteintime,sothatthelearnerscanlearntopractiseandfeeltheachievementoflearning.
Thethreeaspectsoflisteningteachingare:
pre-listening,while-listeningandpost-listening.ItissummedbyMaryUnderwood,theassistantdeanandtheexpertoflisteningteachingofhigheducationintheBritishLininstituteaccordingtothelisteningtheoryandmemoryrules.Itsummarizesthewholeprocessoflisteningprocessandpresentallthethinkingactivityoflisteningcomprehension.Inthethreeparts,thepre-listeningisthepreparatorystage,while-listeningistheimplementationphase,post-listeningistheacceptanceandimprovingstage.Thethreestagesinteractwitheachother.Thewhile-listeningisthecenterandthefirststagehascreatedfavorableconditionsforit,thenpost-listeningisthedestinationofthefirsttwostages.Itisthespecificmeanstopromotethelearners’languageinternalizationprocess.
Ⅳ.Theembodimentofinteractivelisteningteachinginthreeaspects
ⅰ.Thepreparationofpre-listening
Beforeclass,theteachershouldfullypreparelessons.Teachersshouldknowalltheanswerstothequestionsforeachlessonbasicedonunderstandingthematerail,andtheteachingdifficultyandkeypointsmustbeconsideredcarefully,theteachershouldmakecarefularrangements,evenestimatewheretostopthetape.Tosolvetheproblemshouldbetargetedandtrytoavoidthestatusthatteachersplaythetapeandstudentslistentothetaperecordingandchecktheanswersafterlistening.Tofullymobilizetheenthusiasmofthestudentsandarousetheirinterestinthetargetarticle.TheteachershouldgiveexplanationforthenewwordsanddifficultywordsappearedIthelisteningmaterialstoclearuptheobstacleaffectingtheirundetstanding.BecausetheKrashencomprehensibleinputtheorybelievesthatsufficientunderstandingplaysanimportantroleinlanguageacquisition.Teacherscanaccordingtothelisteningcontentdesignsomeshortwarm-uptrainingproject.SuchasaccordingtotheproblemstoaskstudentstopredictthematerialandexpressinEnglish,oraccordingtothelisteningtopicstoletstudentsexpresstheirpersonalpointofview.Forexample,beforelisteningtoanarticlewho
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