高中学生听力问题及其解决方法探究

【作者】 杨琳；

【导师】 张春龙；

【作者基本信息】 华东师范大学 ， 教育， 2003， 硕士

【摘要】 听力理解在促进英语学习中起着重要的作用，这一点得到了人们的广泛认同。但是直到二十世纪五十年代，人们才意识到听力教学对英语学习者的重要性。对听力的研究因此受到人们的重视。在中国，中学课堂的英语听力教学开始于听力成为高考必考的题型之后。在此之前，英语课堂教学的重心放在对读和写的能力的培养上。听力教学在课堂教学中所占的比例几乎为零。据《中国教育报》1999年5月4日报导，我国英语教学长期以来一直存在着“费时低效”、“哑巴英语”、“聋子英语”的问题。虽然听力教学得到重视，但目前中学英语听力教学尚处于探索阶段，听力教学的方法和效果不尽如人意。因此从某种意义上说，听力教学的不足已成为中学生听力滞后的直接原因。怎样有效地培养、训练学生的听力能力是值得全体教师探索的问题。本文探讨了高中学生中存在的听力理解方面的障碍，并尝试着提出克服这些障碍的方法。全文共分六部分。导言部分阐述了听力理解的重要性和中学课堂听力教学的现状，提出研究高中英语听力教学的实际意义。第一章陈述了有关听力理解的理论。一些语言学家认为听力理解的过程是一个积极的过程，听者在这个过程中，运用已有的知识和上下文不断预测所要听到的内容、并不断地对自己的预测作出旨定或否定。这种观点为越来越多的人所接受，成为指导现今英语听力教学的指导性理论。第二章是本文的主体之一。本章讨论了高中学生的听力障碍。学生的障碍主要有语音障碍、语速障碍、语法障碍、词汇障碍、文化背景障碍等。第三章是本文的主体之二。本章讨论了高中学生的听力障碍的解决方法，从语音、语法、预测能力等方面叙述了作者在教学实践中是怎样帮助学生克服障碍的。第四章是教学实践部分。本章先讨论了听力课堂教学步骤。现行听力课堂教学步骤一般分三步：听前阶段、听中阶段、听后阶段。然后叙述了教学实验的过程，实验中使用了作者设计的听力教学步骤：听前准备、倾听、听后工作和口头模仿。并对实验结果进行分听，得出结论：该听力教学步骤有助于学生提高听力理解能力。第五章是结论。结论部分指出，在听力教学中，将听力理论与教学实际相联系是提高听力教学效果的有效途径。同时还指出中学的听力教学有其特殊性。更多还原

【Abstract】 Listening ability plays a crucial part in English learning. That is widely recognized. But people didn’t realize it until the 1950s. People have paid more attention to listening study since then. In senior schools in China, listening teaching had been totally neglected in English teaching before listening became a testing item in National Entrance Examination for College. The problems in English teaching in China have been that after studying English for over ten years students couldn’t understand what foreigners say or talk about to them. Though listening teaching is paid more attention to, listening teaching in senior schools in China is still at a stage of research. The methods and results of listening teaching are not desirable. In a sense, ineffective listening teaching is one of the reasons for students’ low listening ability. How to promote students’ listening ability is a task worth our efforts.The thesis discusses listening problems the senior school students have and proposes ways of tackling them. The whole thesis is divided into six parts.The first part is the introduction. It illustrates the importance of listening ability and current situation of listening teaching in class English teaching in Chinese senior schools. It points out that the practical significance of the research we had in listening teaching.Chapter One states the theories related to listening. Some linguists think listening comprehension is an active process. In the process, listeners predict what will be said and confirm their predictions with relevant background knowledge and contextual information. The theory has become a guideline to listening teaching.Chapter Two is part of the main body of the thesis. It discusses listening problems senior students have. They are mainly problems in phonology, grammar, words, processing speed and culture background.Chapter Three is also part of the main body. It proposes ways to solve the listening problems described in Chapter Two.Chapter Four deals with the experiment that was designed to tackle the listening problems. It first illustrates general teaching steps in classroom listening teaching. They are pre-listening, while-listening and post-listening. Then it puts up the four teaching steps in the experiment. They are pre-listening preparation, listening, post-listening work and imitation. Finally it records theexperiment and discusses the results. It concludes that the teaching steps used in the experiment can help students with their listening problems.The last part is the conclusion. It concludes the application of listening theories to listening teaching is the way of promoting the effect of listening teaching and listening teaching in senior schools has its own characteristics.更多还原