英语教学法论文

英语教学法论文——TeachingListening

Abstract:Inthistopic,westartedwithdiscussionsaboutthenatureoflistening,bothin

eveabetterunderstandingofthe

listeningprocessandthespokenlanguagewillhelpustounderstandthedifficultiesthat

alsohelpustodesignbetter

focudonavarietiesofactivitiesinteaching

emphasizedthatteachinglisteningshouldfocusontheprocessof

ingactivitiesshouldnotmerelytestthe

students’memoryasmanytraditionaltest-orientedlisteningexercisdo.

Keywords:listening,skills,teaching

Astoteachinglistening,therearesometobeclarified.

Listeningalwaysemsverydifficult,butwhy?Astechnologyadvanced,andtrade

andexchangebetweencountriesincrea,itbecomemoreandmorenecessaryto

understandspokenEnglishinmanysituationssuchasface-to-faceconversations,

telephonecalls,businessmeetings,lectures,speeches,television,andsoon..

Amongthefourskills(listening,speaking,reading,andwriting),foreignlanguage

ignlanguage

learning,bothlisteningandreadingarereceptiveskills,butlisteningcanbemoredifficult

?Thereasonsareasfollows:entspeakersproducethesame

tenerhaslittleornocontroloverthespeedofinputof

ca,wecannotgo

tenercannotpautoworkout

ismorelikely

tobedistortedbackgroundnoiorthemediathattransmitsounds.

SinceweareteachingourstudentsEnglishnotonlytohelpthempasxams,but

alsotopreparethemtouEnglishinreallife,itisimporttothankaboutthesituations

theywilllistentoEnglishinreallifeandthentothinkaboutthelisteningexerciwedoin

eexercihelpthempreparethemforreallifeuoflanguage?Ofcour,

classroompracticecannotalwaysbethesameasreallife,

mustcontroltheinputtheyreceivetosomeextent,forexample,controlthevocabulary

andthespeed,butevenatbeginningstages,weneedtogiveourstudentsavarietyof

listeningexercitopreparethemforreallifeuoflanguage.

Onereasonforstudents’unsatisfactorylisteningabilitiesisthatisthereisnotenough

ealitywelistentofarmorethings,

regardlessofwhichlanguageisud.

Charactersofthelisteningprocess:

Fromthepreviousctionwehaveenthatthereisagreatvarietyofsituations

portantunderstandthecharactersorprocess

behindthelisteningsituationsothatweasteacherscandesignappropriateactivesto

helpourstudentstodevelopeffectivelisteninghabitsandstrategies.

Generallyspeaking,listeninginreallifehasthefollowingcharacters:omeof

thethingsthatwelistentoarereheard,ews,televisionnewsandshows,

moviesandsomeformallectures,mostofthetimeduringanaveragedaywelistento

peoplespeakingspontaneouslyandinformallywithoutrehearsingwhattheyaregoingto

rwords,

ore,thesituationhelps

thetimewecanethepersonweare

answecanetheirfacialexpression_r_r_r_rs,gesturesandother

bodylanguageaswellasthesurroundingenvironment,whichisrelevantwhen,for

example,isualclueshelpsus

,theresituationswherewecannote

thespeaker,the

listeningindailylifeallowsthelistenerstorespondtothespeaker,suchasina

answecaninterruptthespeakersandaskforrepetitionor

ca,thespeakeristalkingdirectlytothelistener,soheorshecan

adjustthewayofspeakingaccordingtothelisteners’mple,ifthe

listenerindicatesthatheorshedoesnotunderstandwhatisbeingsaid,thespeakermay

rephraorelaborate.

Ifwewanttoteachverywell,re

stisforsocialreasons,likewhenwehaveacasual

conversatio

ondkindismoredifficult,accordingto

AndersonandLynch,andneedsmoreemphasisinthelanguageclassroom,especiallyat

intermediateandadvancedlevels.

r,in

reality,mustdomanythingstoprocessinformationthat

heyhavetohearwhatisbeingsaid,thentheyhavetopay

attention,andconstructameaningfulmessageintheirmindbyrelatingwhattheyhearto

nowthatitispossibletohearpeopletalkingwithout

knowthatifwedonothaveenoughpreviousknowledgeofwhat

isbeingsaid,,listeningisasactivea

mplymoredifficultforteachertojudgehowwellthestudentsare

veryimportanttodesigntasktheperformanceof

whichshowhowwellthestudentshavecomprehendedthelisteningmaterial.

Itisalsoimportanttodevelopspeakingandlisteningskillstogether,becaumostof

raditionallistening

classroom,studentslistentotapeswithheadphonesandthenanswerlistening

hatitdoesnot

ond

problemisthatthecomprehensionquestiononlytestthestudents,butdonottrainthe

studentshowtolistenorhowtodevelopeffectivelisteningstrategies.

Anotherproblemwithmanylistenerxercisintraditionaltextbooksiswhatthey

teststudents’memory,portanttodesigntasks

thatdonotasklearnerstorememberdetailstheywouldn’tevenrememberintheirnative

,psycholinguisticstudieshaveshownthatpeopledonotrememberthe

exactformofthemessagetheyhear,thatis,theydon’trememberwhattheyhearwordfor

word,rather,ginalmessageistransferredinthebrain

toaformwherethemeaningisprerved,buttheoriginalsurfacedetailisforgotten.

Whendesigninglisteningtask,itisveryimportanttogradethedifficultlevelofthe

realargenumberoffactorsthataffectthedifficultyleveloflisteningtask,

buttheyfallintothreemaincategoriesaccordingtoAndersonandLynch,:1)typeof

languageud;2)taskorpurpoinlistening;3)contextinwhichthelisteningoccurs.

ing

ourstudentsbecomebetterpredictors,re

manydifferentactivitiesthatcanbeudtoencouragestudentstopredictthecontentof

whattheyareabouttohear.

Ifthereisapicturewiththelisteningpassage,thestudentscanbeaskedtopredict

eisnopicture,perhapstheteacher

aidsareimmenlyhelpfulinaiding

students’comprehension.“Theyattractstudents’attentionandhelpencouragethemto

focusonthesubjectinhand.”

vesaidbefore,

listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,

eachercanhelpprovidethebackground

informationtoactivatelearners’schema,sotheywillbebetterpreparedtounderstand

whattheyhear.

Whethertheteachercaneffectivelytthescenedependsonwhatheorsheknows

aboutthetopicinquestion,whatheorshehasinhand,andalsohowwellheorshe

askabove,if

theteacherhimlfdoesnotknowmuchaboutMichaelJackson,heorshewillhaveto

eteacherhascollectedsomephotosor

albumsofthesinger,tion,theteachercan

alwaysaskthestudentstohelptthescene.

ryimportantto

givestudentspracticeinthearea,becauinreallife,theywillbenotabletolistento

ore,itwillbeimpossibleforthemtocatchallthedetails,

sotheyneedtobecomfortablewithsomeambiguityinlisteningandrealizethattheycan

ingforthegistis

istoaskstudentsoneor

twoquestionsthatfocusonthemainideaorthetoneormoodofthewholepassage.

Noticethatstudentscananswerthegistquestionventhoughttheydonotunderstand

assageisrecordedwell,studentswillbeable

toguesstheanswersimplyfromthetoneofvoiceofthespeakers.

While-listeningactivities:

Thewhile-listeningstageisthemostdifficultfortheteachertocontrol,becauthisis

wher,if

theteacherprovidesareason,goal,ortaskforthelearner,thiscanencourageandhelp

remanydifferentkindsoftaskforstudentstodowhilethey

rejustafewexamples:

Recentrearchhasshownthatbynotgivenstudentsanytaskthefirsttimetheylistento

apassage,nworkwellwithanykindof

materialthatisinteresting,humourous,ordramatic,becaulearnersarelikelytopay

attentionandtrytounderstandinordertoenjoyit.

Alargepartofwhatmakesalisteningtaskeasyordifficultiswhattheteacherasks

hestudentsneedtodoistickitemsastheyhear

them,thetaskwillbemucheasier.

Listenandquence:

dentsfindouttheorderofthings

tscansuccessfullycompletethistypeoftaskevenwhen

ildsuptheirconfidenceandhelps

preparethemfortherealwordwheretheycertainlywillnotbeabletounderstand

everythingtheyhear.

Listeningandact:

ThereisawholemethodofteachingcalledTotalPhysicalRespon,which

concentratesonlearninglanguagebylisteningandresponphysicallytocommandsor

beginners,itiasytostartwithsimplecommandssuchas“Standup.”“Sitdown.”

intermediatelevels,mple,“Pretend

youarewashingthroughmud.”“Pretendyouarewalkingthroughsand.”“Pretendyou

aretryingyourshoes.”