1、如何提高中學生的英語聽力能力【摘要】本文探索了怎么樣利用英語組織教學，誘發學生的聽音興趣，提高學生的聽音效果，充分利用每單元的聽力練習并進行聽寫訓練，并在課堂及時發現學生聽音中存在的問題，加以解決。 【關鍵詞】聽力能力；聽音；聽力教學策略 中學英語聽力課是英語教學中必不可少的課，但目前尚沒有一套完整的，行之有效的教學法。我們近年來是如何用英語組織課堂教學，如何誘發學生的聽音興趣，如何充分利用每單元的聽力練習并進行所寫訓練，如何善于及時發現解決學生在聽音中所存在的問題進行了探索。 1 教師善于利用英語組織教學 在備課時，既要備課文的內容，又要具備學生為教學作好充分準備，使用英語和其它直觀手段來組

2、織課堂教學，給學生創造一種英語氛圍。我們從初中一開始就盡量借助手勢、表情，用簡單的英語來教學生一些日常用語。例如：open the door, close the door, please. open your books, close your book. put up your hands, please. please stand up, sit down, please等等。起初學者可能聽不懂，但以后每節課都不斷使用，學生們就會逐漸聽清，聽懂甚至還能模仿或脫口而出。隨著時間的推移，用簡單的英語解釋語匯，介紹課文、對話，再伴隨著動作、手勢、演示和一些簡筆畫。這樣，學生上課就能很輕松地聽懂

3、理解。堅持使用合適的、可理解的課堂知識用語，有利于吸引學生的注意力，充分調動學生學習的積極性和主動性，增強學習英語的信心，同時也為更難些的聽力訓練打下了良好的基礎。 2 誘發學生的聽音興趣，提高學生的聽音效果 2.1 在學習有關大自然、生態環境、自然保護等方面的內容時，教師可以準備一段恬靜的音樂作為背景音樂，讓學生閉上眼睛聽音樂，教師的輕柔的聲音開始朗讀，要求學生盡量想象朗誦所描述的情景。這樣，有助于提高學生的聽力。這不僅可誘發學生的聽音興趣，又可以幫助學生正確理解聽音內容。布置任務并提出問題，使學生有點壓力感，并在聽音過程中，將這樣壓力轉變為學習的動力，從而增強了聽音效果，提高了聽力理解能力

4、。 2.2 把推銷競賽引入聽力教學，通過學生分組競相“推銷產品”來激發學生的想象力和聽音興趣。同學們在課堂上有所表現都不甘落后，不僅課堂認真聽音，還調動了他們聽音的積極性。 3 充分利用每單元的聽力練習并進行聽寫訓練 聽錄音前，先用英語介紹語境，提出具體任務，讓學生帶著特定的目的去聽。這樣，他們就會專心致志地通過聽尋求所需要的信息。做完練習，再放錄音一遍，讓學生重復其中某些句子或段落。如此堅持，學生的語感增強了，聽力也提高了。另外，還可以自己錄制磁帶、搜索一些口讀的資料，或在每節課結束時，對學生進行聽寫訓練。如：選擇詞匯、詞組、句子或較為簡短的短文作為聽寫材料。這樣會使學生在聽的過程中，既復習

5、鞏固了教材內容，又將枯燥乏味的英語課變得有聲有色。 4 善于及時發現解決學生聽音中存在的問題 學生的聽力理解能力不僅與語音、語法、詞匯等語言三要素密切相關，而且與學生的預測能力、反應速度、暫時記憶、以及分析、歸納、綜合能力等緊密相關。所以我們在教學中傳授聽力技巧外，還要善于及時發現并解決學生在聽音過程中所存在的問題。例如：聽錄音寫句子時，我們發現即使每個句子都聽二至三遍，但仍有同學寫不出來。其中，有的同學僅寫下每個句子的前二三個詞，或末尾幾個單詞，有的同學斷斷續續的寫句中的幾個單詞，毫無意義可言；也有的同學常常漏掉了標點符號；還有的同學寫了不少同音異義詞。通過分析，具體原因有兩種： （1）剛聽

6、到前面幾個詞便急于動筆，或聽一個詞寫一個詞，使得句子支離破碎。 （2）不懂連讀、弱讀、同化、失去爆破等語音知識，不會劃分意群，不習慣自然節奏，辨不明語調，不了解英、美發音差異等。 針對以上兩點，我們及時地向同學們介紹了一些聽音方法和技巧。告訴學生首先要把一個句子聽得差不多或聽完再動筆。再選擇好動筆時機，做到聽寫兼顧，既不能耽誤聽也不能耽誤寫。其次，動筆要快而敏捷，盡管可以聽二三遍，要慢慢地寫下來也是不可能的。有時可用符號、縮寫來代替某些詞，只要自己能看懂既可，然后再整理成句。最后，聽者時要注意句子的整體意義，這樣可以避免因寫錯單詞而造成的句子意義或語法不通。 聽力作為一種輸入型技能，是英語四項

7、基本技能之一，是學習英語的先導，是衡量一個人英語水平的最基本條件。據不完全統計，一個人在從事交際活動中，9的時間用于寫，16的時間用于閱讀，30的時間用于說，而45的時間則是聽。可見，聽在日常交際中占據著相當重要的地位。但我通過對近幾年中學英語聽力測試情況分析，感到當前中學生的英語聽力較之詞匯、語法和閱讀等項目而言，仍屬薄弱環節，仍是學生丟分的大頭。那么當前中學生英語在聽力能力培養方面究竟存在哪些問題，又該如何解決呢?結合自己這幾年來的教學經驗，我粗略地談一談自己的幾點思考。 一、當前中學生在聽力方面存在的問題 1.語音語調把握不準 教學中，我對一些聽力水平相對較弱的學生調查發現：這些學生聽力

8、不好的一個重要原因就是語音語調把握不準。有許多學生反映，自己在做聽力時，對不完全爆破、意群、連讀、音的同化與弱化等語音變化情況感覺不到，分不清他們之間的區別，結果聽什么都一樣。也有一些學生反映自己對語義把握不準。在做聽力時，也能抓住一些關鍵詞，大概了解所講內容，但由于自己對語言知識、文化背景了解的少，加上總喜歡用母語漢語的思維去理解英語語義，結果經常是理解不準，掌握不全，領悟不透，題目只要是稍有轉彎就會做錯。 2.緊張畏懼心理伴隨 從心理學角度來講，任何人面臨巨大壓力都會出現不同程度地心理反應，諸如緊張、害怕或恐慌等，學生做聽力也同樣存在這樣的問題。有的學生心理素質相對較好，面對壓力，能通過深

9、呼吸、眺望遠方或自己給自己打氣等方式迅速平靜下來，但有的學生就不行。事情越是重要越緊張，越緊張就越擔心，越擔心就越聽不到東西。 3.知識結構單一不全 對近十年來中考英語聽力考試題統計發現，現在每年中考聽力試題中都會涉及到說英語國家的一些風俗習慣，日常生活，特別是一些小故事、小幽默、小笑話經常出現，有一些文章道理非常淺顯易懂，只要你平時閱讀過類似的文章，一聽就會明白，題目答案一看便知。但我們很多學生不喜歡閱讀，課余時間除完成一些必需的或家長規定的作業外，大部分時間都用于玩游戲、看電視或睡覺，造成我們的學生的知識匱乏，結構單一。 4.聽力技巧掌握不好 在幾年的教學和監考中我發現，好多學生缺乏聽力技

10、能，不懂得如何利用放音前幾分鐘熟悉題目、預想內容和揣測重點，不知道如何利用開考前幾秒鐘，平靜心態，將自己身體、心理調整到最佳狀態。 5.教師自身素質不高 俗話說：要想給別人一碗水，自己必須有一桶水。要想提高英語聽力，老師自己的水平非常重要。我們的學生很喜歡模仿自己的老師，如果老師自己的發音不準、口形不正確或在課堂上不擅長用英語與學生交流，學生勢必也會發音不準，喜歡用漢語化的思維學英語，久而久之，就會出現只能聽懂自己老師的發音，而當遇到不同發音時就不知所措了。 二、解決問題的對策 1.建立信心，培養樂趣 古語云：知之者不如好知者，好知者不如樂之者。多年的執教經驗告訴我，要想讓學生練好聽力，提高聽

11、力水平，給學生建立信心，培養樂趣是必不可少的。要讓學生從心底里喜歡英語、喜歡聽力，做到在聽中建立自信、在聽中感受成功、在聽中體驗快樂。我們要想提高聽力水平，必須從幫助學生建立自信、找到樂趣中入手。通常我們采取三種方法：一是循序漸進地教。堅持由淺入深、由易到難的原則，可以先讓學生聽一些對話材料，逐漸加大難度。遇到生詞、詞組或一些關鍵的詞匯，老師可以口頭多重復幾遍，幫助學生理解，設法排除學生畏難情緒，培養學生聽英語的興趣和信心，調動學生的積極性。二是持之以恒地學。聽力的提高是一個漫長的過程，不能指望一朝一夕，一促而蹴，要有持之以恒、堅持不懈的精神，在日積月累的學習中不斷進步。三是有的放矢地練。可以

12、針對學生的不同水平，有針對性地給學生制訂階段性訓練計劃，提出階段性目標要求，讓學生看到希望，看清目標，在前進中一步步建立自信，在取得的一個個成功中品嘗樂趣1. introduction listening, speaking, reading and writing are the four basic skills that english learners in junior high school should develop. and listening ranks first among these four skills. rivers investigates that list

13、ening contributes 45% of the actual situation of language application. obviously it is an important means of communication and an important channel of knowledge and information acquisition. the improvement of junior high school students listening ability is very helpful to the development of their a

14、bilities of speaking, reading and writing. therefore, great importance should be attached to the improvement of students listening ability in english teaching in junior high school. however, the training of listening has not been placed in its proper position in traditional teaching for a long time

15、and hence listening has long been a weak point. many students think that listening is one of the most difficult things in english study, and even some of them have difficulty in understanding what their teachers teach in english. as the development of students listening ability has become the demand

16、 of middle schools new english curriculum standard, nowadays the training of listening has drawn unprecedented attention than before. how to increase the students ability in listening and how to improve students listening comprehension in the examination has been the common concern of many english t

17、eachers. based on schema theory, this thesis tries to probe into junior high school students problems into listening and to seek solutions for these problems so as to improve their listening ability1.introductionenglish plays an important part in the modern world .according to english course standar

18、d, language skills consist of listening ,speaking, reading and writing and the synthetic use of the four skills .listening is considered as one of the most difficult abilities to conquer for students in middle school. generally speaking , the right training order of the four skills should be that li

19、stening is ahead of speaking ,speaking ahead of reading, reading ahead of writing; to improve the other three skills, students must have a solid foundation of listening skill. what is more , with the development of modern english teaching ,more and more educators have pointed out the practical use o

20、f english is the most important of all. so a good listening is the precondition of reaching the language learning aim to communicate. fortunately ,many teachers and educators have realized the importance of listening comprehension so that they pay more attention to developing the students listening

21、skills in their english teaching .so this paper concentrates on how to improve students listening in middle school.2.theory as we all know ,language is a means of communication with other people .if that is so ,then what is the purpose of teaching and leaning language ? we all learn our mother tongu

22、e in order to function is our home community .when we come across people brought up in a different language community ,we might need to communicate with them, too; they might have food that our community lacks ,so we have to engage in commerce and trading ,for this we need a common language. this wa

23、s the earliest need for learning another language ,a second or foreign language .these days our lives are more implicated than that ,but trade between nations is still one of the most common reasons for learning a foreign language. according to the characters of language learning, information is the

24、 first step to communicate with each other. above all ,listening is the most important way to get useful information.3.1 the factors influencing students listening.though the factors influencing students listening are various ,they can be divided into the following two aspects:3.1.1 main factors of

25、teachers..paying no attention to listening. because of the poor condition ,especially in the countryside ,some schools in china have few equipments to train students listening ,teachers teach english still with a mouth ,a chalk and a blackboard. on the other hand, some teachers ,they themselv

26、es have problem in listening .some even can hardly speak english fluently .they pay no attention to listening ,which cause the low level of students listening . lack of right training skills. some teachers have already known the importance of english listening, and they try to do a lot to imp

27、rove students listening, but no effect. this is just because they are lack of right training skills, which will be discussed later in the paper. correcting mistakes all the time.some teachers are angry with students mistakes in english ,so they correct their mistakes and criticize the student

28、s all the time ,day by day ,students lose their interest in english learning or complain about the teacher ,some even afraid of listening. in fact ,it is unnecessary for teachers to correct students mistakes continually .the following offers a range of options towards the treatment of mistakes.spont

29、aneous correctionit may appear more during the presentation and early practice stage. students can immediately tell the right from the wrong .however, spontaneous correction neednt be used too often, which may affect students interest of listening.simultaneous correctionbefore correction, teachers c

30、an encourage students to formulate their own judgment on whether it is a mistake ,discuss it ,or analyze the cause of the mistake. the teachers should make clear that everyone is joined in thinking the topic.self-correctionmany teachers prefer to give the student who made the mistake the first oppor

31、tunity to correct is as that way he will be more likely to remember it better .we should not let the students get too dependent on the teacher for correction ,as that way they will become too passive and not take responsibility for their own learning.peer-correctionif the student cannot correct the

32、mistakes ,then it might be worth getting other students to correct it for him .this way can make students activate their initiative ,we must always remember that giving the correction by the teacher is the last resort.delayed-correctionsome mistakes can be delayed to correct after class or in other

33、suitable situations.good correction of mistakes will give students self-confidence to learn english successfully.3.1.2 main factors of students pronunciation ,intonation and stress.gimson ,london university professor ,points out “no matter which language one says ,he must understand about 100

34、% pronunciation ,but only 50% of the grammars and 1% of the vocabulary” .and the ultimate aim of listening is to understand what the others say ,it is impossible for a learner to reach it without good distinguish of pronunciation.intonation means the rise and fall of the pitch change of the voice, w

35、hich is an important element of speech.the stress in a sentence also can express different meanings ,so understanding the meaning of the stress words or stress phrases ,we can not only extract the main topic of the conversation ,but also have a correct conjecture about the speakers real meaning.however ,most chinese learners have trouble in pronunciation ,intonation