中学英语听力策略训练模式初探

中国最大的论文知识平台“self-examination”.Theywillbeabletofindthereasonsoflisteningdifficultiesandtheproblemsexistingintheirmethods,andalsoselectandadoptrelativemeasures,andthencarryoutself-monitoring,self-evaluation,andself-adjustingtimely.Thispaperfocusesonthediscussionoftheeffectivestrategytrainingmodethatcanimprovethestudents’listeningproficiencythroughEnglishlisteningstrategytrainingtothestudentsinmypracticeschool.KeyWords:listeningcomprehension;learningstrategies;strategytraining中学英语听力策略训练模式初探摘要：在听、说、读、写四项语言技能中，听是十分重要的一种技能。在听力教学中加强策略训练是帮助学生提高听力水平的必要和有效途径。策略训练的实质是帮助学生“内省”，找到听力困难的原因和方法中存在的问题,然后采取针对性措施，并适时地对自己进行监察、评估和调节。本文通过对所在实习学校学生进行的一次英语听力策略训练，探讨提高学生听力水平的有效训练模式。关键词：听力理解；学习策略；策略训练中国最大的论文知识平台’ListeningComprehensionStrategies..............................................................................................52.2ResearchesonListeningComprehensionStrategiesinChina.................................63.ListeningStrategiesTraining................................................................83.1BasicPrinciplesofListeningStrategiesTraining.....................................................83.2TheContentsofListeningStrategiesTraining.........................................................93.3TheModeofListeningStrategiesTraining............................................................103.4ListeningStrategyTrainingExperiment.................................................................133.4.1TheObjectofStudy.............................................................................................133.4.2TheStepsofExperiment......................................................................................133.4.3ResultsandDiscussion........................................................................................144.Conclusion............................................................................................15Bibliography…………………………………………………………….17中国最大的论文知识平台“Theimportationoflanguageisthemostbasicconditionforlanguageacquisition,withoutlanguageimportation,withoutlanguageacquisition”(Krashen,1985).AndfromAmericanpedagogyexpertsW.M.RiversandM.S.Temperly’s(1978)statisticswecanalsofindouttherateoflisteningisashighas45%inthecommunicateactivities.Solisteningplaysanimportantroleinforeignlanguageteaching,forthepurposeofdevelopinglearners’languageabilities,andfurthermoreachievingsmoothcommunicationwithnativeEnglishspeakers.SinceChinaparticipatesinWTO,thecommunicationbetweenChinaandothercountrieshasbecomemoreandmorefrequent,improvingthestudents’comprehensionabilitieshasbeenanurgentproblemthatneedstobesolved.Thereforeitnaturallyprovestobeahotspotaswellasadifficultpoint.AlthoughEnglishteachinghasbeengivenmoreattentioninChina,anditistaughtinuniversities,highschools,middleschools,primaryschools,evenkindergartens.However,listeningisstillaratherpoorlinkinsecondaryschoolEnglishteaching.Itisobviousthatimprovingthestudents’listeningcomprehensionabilitiesconsistsofvariouspracticaldifficulties,suchasthelimitationofclasshours,thenumberofstudentsineveryclassandthelackofguidanceofscientifictheoryetc.Alotofstudentscanevengetperfectmarksinthewrittentest,butcannotachievewhattheydesireinlisteningtests,whichresultsinmanysecondaryschoolstudents’fearoflisteningtests.Thissituationismainlydeterminedbytwofactors,foronething,thetimeforlisteningteachingisextremelylessthanreading,sothattheassimilationoflanguageandthecultivationofcommunicativeabilityisaffectedbythestudents’poorlisteningcomprehension;foranother,guidanceforthestudents’listeningstrategytraininghasnotbeenpaidmuchattentiontobytheteachers,andthereexistsgreataimlessness.Therefore,ifwewanttoenhancestud