How to Improve English Listening and Speaking Ability of Middle School Students 英语毕业论文

HowtoImproveEnglishListeningandSpeakingAbilityofMiddleSchoolStudentsAbstractReadingisoneoftheimportantskillinEnglish.Asthesecondforeignlanguage,itisalsoaskillthatthestudentneedtopossesstosupportidependentandself-directedlearning.WiththeInformationAge'sarrival,theEnglishmaterialsgraduallychangfrompapermaterialstoelectronicones.Therefore,itbecomesmoreandmoreimportantforEnglishmajorstospeeduptheirreadinginordertoacquireasmuchinformationaspossible.Thus,fosteringagoodEnglishreadinghabitisessentialforstudents.Beingabletoadoptdifferentreadingskillsfordifferentreadingmaterialsandpurposeswillalsohelpthestudentsreadmoreeffectively.ThepapermainlyconcernssomeEnglishreadingskillsanddiscusseshowtofostergoodEnglishhabitsforcollegestudents.Keywords:characteristics;Englishreading;makenotes;fostertheEnglishreadinghabits.ContentsAbstractⅠ.Introduction………………………………………………………………………4Ⅱ.Theprinciplesofthe mode……………………………………………………42.1Creatreacisticscenarionsdomonetrainingscenariosexercise………………42.2Summedprinciplecanbeonthebacisofperceptcalknowledge………………62.3Ontheporncipleofmechaincaldrilling,meaningdrillsandcommunicationlanguagecombining……………………………………………………………………6Ⅲ.Teachingprocessinclass…………………………………………………………73.1Shockfun…………………………………………………………………………73.1.1Novelpirimersoriginalact……………………………………………………73.1.2Usesharpangletosimplifythedifficulty,sothatstudentsovercomedifficultiessuccessful.…………………………………………………………………73.1.3Usetheteachinginstrumenttoencouragethestudenttospesk.……………83.1.4Usegramestoreducethespycologicalofnervous……………………………83.2Raceexcitationmethod……………………………………………………………83.2.1Differencetraining………………………………………………………………83.2.2Boysandgirls'competition……………………………………………………8Ⅳ.Createthescence……………………………………………………………………8Ⅵ.Conclsion……………………………………………………………………………11References:……………………………………………………………………………12ⅠIntroductionInnowadays,peoplethoughtthatthepurposeofmiddleschoolEnglishteachingistoimprovethestudents’fourskillsoflistening,speaking,readingandwritingwiththebaseofnecessaryphonetics,largevocabularyandgoodgrammar.ButthisisnotthefinalpurposeofEnglishTeaching.Accordingtotheindicationwhichwaspointedoutbythe“Full-timesystemoutlineofmiddleschoolEnglishTeaching”thefinalpurposeofmiddleschoolEnglishTeachingistoletstudentsobtainthebasicEnglishknowledgeandtheabilityof basiccommunicationthroughthetrainingoflistening,speaking,readingandwriting.Namely,theabilityofcommunicationandEnglishusing.ⅡTheproblemsappearedinmiddleschoolEnglishteachingandtheanalysisIntheactualconditionofmiddleschoolEnglishteachingmostteachersoftenadopttraditionalmethodoftranslating-writingandthegrammarteachingstrucure.Forexample,mostofalltheteachersliketeachingthestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon.Especiallythegrammar.Wemustadmitthatthestudentsdoneedthese,butmanyteachersforgetthatthepurposeofEnglishteachingistoteachthemhowtostudyEnlishandhowtouseit.So,theyonlyemplasizestudents'mechanicallymasterwrittenknowledgebutneglectthepracticeoflisteningandspeaking.TherebytheycannotsufficientlyachievethepurposeofMiddleSchoolEnglishTeaching.Aimdirectlyatthisphenomenon,howtoimproveEnglishlisteningandspeakingabilityofmiddleschoolstudentsbecomesthemostimportanttaskinfrontofus.Firstly,let'sanalyzethelisteningandspeakingpsychologicalmechanism.2.1  Listeningpsychologicalmechanism2.1.1AnalysisandsynthesisListeningactivitycanbemodularlydividedintosevenparts.1).Soundperceptionandidentification.Thatistheactivityjustatthebeginningwhenthesound-wavearriveatourears.2)Initiallyunderstandthemeaningofspecificandbriefmaterials.3)Storethematerialsintoshort-termmemory.4)Linkthematerialwhichwasjuststoredintoanothermaterialwhichhadbeenalreadystoredinshort-termmemory.5)Connectthematerialwhichwasjuststroredintotheonewhichbeingstoredintoshort-termmemory.6)Comprehendthemeaningofthematerialandcarryoutalong-termmemory.7)Reviewthegistandmainidea.Allaboveactivitiesareanalytialandsyntheticfunctionoftheseniornervousactivitiesinbrain,whicharereflectedinspeechsignalacceptance.Atthistimewehavealreadysummeduptheperceptionofpronunciation,andanalysisandsynthesisactivitiesareintegrated.Duringthewholelisteningactivity,fromstep1tostep6arefinishedquickly.Thefourthstepandfifthsteparecarriedoutsynchronally,andfromsecondsteptofifthsteparetheunderstandingtolisteningmaterials,itisn'tonlytounderstandeachmeaningofawordbutalsotounderstandwordsorder,tense,grammar,relationshipandsoon,andtounderstandeverywordandthesubstitutionalformofthem.Forexample,whenlisteningthefollowingexample,wemustunderstandthesubstitutionalformrelatedwhichcomponentinasentence.Whatdo“he,that,this,”replace?Eg:Tomhadpromisedtogivemeaticket,butlastnightheranguptosaythathecouldn'tdothat.Thismademefeelverydisappionted.2.1.2PredictionandfiltrationInpeople'slisteningactivity,theworkofpredictionandfiltrationiscarriedoutallthetime.Predictionreferstoknowingsomethingbeforehandaccordingtocertaincontext,speakerandthebackgroundofthecontentwhich thespeakersaid.Andinadditiontotheobservationandfamiliaritytothenon-verbalmeansofthespeker,suchasaction,expression,toneactionandsoon.(Becausestudents'knowledgeismoresuperficial,andtheirvocabularyarelimited,thismethodistheirmainmethodofprediction),wecanaccordtothepriorhalfpartofthesetencetopredictthegeneralideawhichwillbesaidinanotherhalfpartofthesetence.Afterhearingtheaboveparagraphknowthefollowingcontent.Forexample,forapersonwhoisfamiliarwiththeenvironmentofChina,itisveryeasytopredicttheomittedpartinthefollowingexamples.Eg:Aswehadn'teatenalldaywewererealy_(hungry).Fortunately,therestaurantwasstillopen.Sowe_(wentin)andboughtabowlof_(noodle)Thefiltrationreferstopayingattentiontothemostcrucialpartandscreenoutextraparts.Forexample,sheputonherglovestokeepherselfwarm.Whilelisteningtothissentenceaboveyoucanfilterthe“she,her,herself”andstillunderstandtheoriginalmeaning.Tofilterthecontentofthecontextcanmakepeoplecarryonthefiltrationsmoothly.Whilelistening,payattentiontothetopicwhichyouareinterestedinandconcerned,andespeciallypayparticularattentiontothistopicintherelevantpartoftheactivities.Thesearealsotheverycommonfiltrationinlisteningactivity.2.1.3ConfirmationandreviseListeningactivityislinearandisalsocirculativeandrepeated.Tounderstandwordsorsentencesarerightornotusuallyneedconfirmationofthecontext.Theunderstandingwhichwasprovedtoberightbytheconfirmationwillbekept,andbecometheadvantagedconditionofcontinuingtolisten.Iftheundertandingwhichwasprovedtobewrongbytheconfirmationshouldberevised.Andthecorrectunderstandingwhichhadbeenalreadyrevisedwillalsobecometheadvantagedconditionofcontinuningtolisten.Allaboveispsychologicalmechanismoflisteningwe'llfundamentallyandscietificlyunderstandthepsychologicalmechanismofstudents.InTeaching,teachersshouldintroducebasicknowledgeofittostudentssimply,summarily,commonlyandclearly.SocanmakethemmastercorrectmethodoflisteningfundamentallyandimproveEnglishlisteningability.2.2  Speakingpsychologicalmechanism2.2.1FromlisteningtospeakingNatural-borndeafmustbeamute.whethermotherlanguageorforeignlanguagetheylearnedbeforelearningtospeaktheremustbelisteningasaforerunner.Listeningisthepreparationofspeaking.If thepreparationoflisteningisverysufficient,speakinglearningcanbecarriedoutmoresmoothly.InEnglishteachingofsecondaryschoolshouldpayattentiontotheobjectivelawsthatfromlisteningtospeaking,andthelisteningpracticebeforestartingtospeakmustbearrangedwellinthewholeprocessandeachlisteningandspeakingpracticeactivity.SothebasicrequirementoforalEnglishclassistoleadspeakingwithlistening,andpromotespeakingwithlistening,andcombinelisteningtospeaking.2.2.2FrominvoluntaryfeelingtovoluntaryfeelingInlearningandusingEnglish,thereisadevelopprocessfrominvoluntarytovoluntary.Thisprocessperformsthemostobviouslyinspeakingpsychologicalmechansism.voluntaryfeelingandinvoluntaryfeelingfirstarewholepsychologicalconditionsandthenarethelanguagelevel.voluntaryandinvoluntarybasicallyarethequestionsthatenteringornotenteringtheroleofforeignlanguagespeaking.Ifenteringtherole,youmaynottakeEnlishasaforeignlanguageduringspeaking.Thatisnotregardingforeignlanguageasforeignlanguageinpsychology.Soyoucanspeakforeignlanguagerelaxedlyandfreely.Butthismaycauseaphonomenonthatonlywanttoclearlysaythemeainghowevernottoconsiderwhetherthewordsorsentenceswhichweresaidmathchtherulesofgrammarornot.Inthissensevoluntaryfeelingalsohasrelativenature.Involuntaryconditionscanbetransformedintovoluntaryconditions.Thekeysoftransformationareaccumulatingofspeakingexperience,adaptingoftalkingenvironmentandthenurturanceofstartingtospeak.Soifonlythereareconditionsofspeakingmuchobjectively,andwishofspeakingmuchsubjectively,stickingtospeakasmuchaspossible.andpractisingforlongtime,youcanachieveastateofspeakingEnglishvoluntarily.Namely,mainlypayattentiontothecontentthatoneselfsaidandtheotherpersonsaid,butnotthelanguagestyle.Howtothinkhowtosay,notthinkingoverdeforesaying.2.2.3FormwantingtosaytosayingclearlyWhenapersonisspeaking,firstlyheisdominatedbyakindofmotive,creatingathoughtofspeaking-wanttospeak,alongwithithewillmainlypayattentiontothecontentthathewantstosay-whattospeak,thenlinkingthecontentthathewantstosayintospeechexpressionstyle-Howtosay.Thusspeechiscreated.Beausetheactivityofspeakingiscarriedoutasaspeedof500wordseachminute,soitrequiresspeakercandexterouslyusethespeechexpressionstyle,recallinformationanytime,checkupspeechmatericalwhenspeakingandhavesufficientlengthofmemoryto finishsentencesandlanguageorder.Sospeakingactivityisaprocessofwantingtosay,whatsayandhowtosay,andisalsoaprocessofcontinuouslyadjustingandcorrecting.Fromthepsychologicalmechanismoflisteningandspeakingwehavealreadyunderstoodandanalyzedfundamentaly,thisisonlyabaseonhowtoimproveEnglishlisteningandspeakingabilityofmiddleschoolstudents.ThefollowingistotalkaboutthedifficultiesandwaysofhowtoimproveEnglishlisteningandspeakingabilityofmiddleschoolstudents.ⅢDifficultiesandsolvingmethodsinEnglishlisteningandspeaking3.1Difficultiesinlisteningandimprovingmethods3.1.1TheeffectoflanguageevironmentListeningisoneofthemeansoflanguagecommunication,iswidelyusedinmostpeople'sdailylives.About45%ofanadult'stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.Inlinguistics,givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisteningcomprehension.Accordingtotheinvestingationabout43.2%ofthestudentsthinkthatthemostbotheringandmostdifficultislisteningcomprehensionandevensomeofthemhavedifficultinunderstandingtheirteacherwhogiveslessonsinEnglish.Withoutquestion,itisdifficultofamiddleschoolstudenttounderstandthelisteningmaterical,ifhehasn'tenoughvocabularyandthegrammarconstruction.Butantherinvestigationshowsthatstudentswereaskedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.But80%ofthemthoughtitwastoodifficul.Thisisbecausetheydon'tunderstandorknowtheknowledgeaboutlinguistic,theyarenotabletotellthemeansofwhattheyhaveheared.Then,usingthesamedialogueasareadingcomprehensionmaterial, only5%ofthestudentsthoughtitwasalittledifficult.onthispointhandtheresponseabilityisalsoanotherreason.Weknowthelargestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasanadvancedabilityoflisteningBeforehegoestoschool,hehasalreadybeenagoodlistenerandspeaker.Butforaforeignlanguage,youcanmeetitonlyinformalplaces,classes,forexample,otherwise,youcanhardlyhaveachancetomeetit.Sostudentsshouldbeofferedalanguageenvironment.Forexample,usingmultimediaequipmenttoplayEnglishcartoon,film,music,andsoon.3.1.2TheeffectofreadingspeedofthelisteningmaterialsItisclearthatthereadingspeedofamaterialalsogreatlyaffects.Intheinvestigationwefoundthatabout43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn'tfollow.Thisphonomenonappearingduetocontinuousreading,weakreading,lossplossive,stressshiftandsoon,whichmakethewordorsentenceschangeinspeechcurrent.Toovercomethisdifficulty,firstteachersshouldletthestudentsmasterphoneticsymbol.phoneticsymbolisthebase.Agoodintonationandphoneticdependsonthebase.Secondly,oralreadingafteraradioorateacherisagoodway.Thismannerofpractisingiscalledoralreadingskilldrill.Itincludesstress,strongform,weakform,intonationincompleteplosiveconsonant,affricateconsonant,syllableandsoon.Trainingandpracticingtheoralreadingisnotaday'sword.Theteachermustgivecorrectinformationaboutit.3.1.3TheeffectoflisteninghabitsDifferentstudentshavedifferentlearningmethods,atthesametimealotofstudentshavetheirownlisteninghabits.Somestudentsoftentriestounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderstandthematerialdirectly.TheyoftentranslatetheEnglishintoChineseintheirheart,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Sostudentsshouldbetaughtto catchthemostimportantpointsofthepassageheared.3.1.4TheeffectoftheculturaldifferencebetweenChinaandwesterncountriesInunderstandingthecontentoflisteningmaterialsstudentsalsomeetdifficulties.BecausechinesestudentsarenotfamiliarwithAmerican'shabitsoflife,culture,characteristic,indinationinterestsandsoon.Sowhentheyarelistening,theyoftencan'tunderstandthecontentthoughtherearenospecificnewwordsinlisieningmaterials.Forexample,therearetwomaterialsofthesamedifficult.OneexplainssomethingaboutChina'sSpringFestival,theotherisaboutThanksgivingDayofthewesterncountries.Theformeriseasytounderstandbutthelatterismoredifficult.Why?Itisclearlybecausethestudentsknowlittleaboutthelatter.Thenhowtoovercomethisproblem?Teachersshouldenlargethestudents'knowledgeaboutEnglish.Encouragethestudentstoreadsomethingintheirsparetimeaboutgeography,history,culture,storiesandsoon.InEnglishclass,teachersshouldalsotellthemsomecultureandhistorybackgroundofAmerica.3.1.5Theeffectofthestudents'psychologicalproblemsLastly,inallthelisteningdifficulties,themostdifficultyandthemostcommonproblemisthepsychologicaldifficultyofthestudents'.WhenstudentslistentoEnglish,theyalwaysfeelpassive,havingnoassuraceandexcessivelynervous.Aimdirectlyatthissituationteachersshouldbuildrelaxedandharmoniousatmosphere,toeliminatestudents'psychologicalobstaclewhichwascausedbyanxietyandtension,andtoselectvariouslisteningmaterials,adoptflexibleandchangeablelisteningstyle.Moreover,teachersshouldalsocontrolthelengthofpractisingtime,atthesametimetoinsertrelaxedandbeautifulmusicorbriefandhumorousjokeintheintervalofpractice.Maketheseasanadjuster.Inthiswaycannotonlyachievethepurposeofrelaxingbutalsostimulatestudents'interestsinEnglishlearning.3.2Difficultiesinspeakingandimprovingmethods3.2.1TheTwo-waycommunicationmethodSpeakingcan'tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.Thetraditionalwayoflisteningandspeakingisaural-oralmethod.Now,thenewmethodoftwo-waycommunicationisverypopular.Asyouknowthatanyteachingmethodhasitspsychologicalbase.Theaural-oralmethodbeganinthe1940's.Itisbasedonbehaviourism.Oneofitspsychologicaltheoryisthatlearningalanguageisformingasetofnewlanguagehabit.Thisisitsusualprocess:Stimulus-Response-Reinforcement.Theaural-oralmethodfocusesonthepracticeoforalEnglishdrills.Buttoomanydrillsarebeingpracticedwithoutanycontextorgivenconditions.Sowhatislearnedisisolatedclauses.Andithasfewcommunicativefunctions.Thetwo-waycommunicationmakesupforthedefectincommunicativeabilityinthetraditionalteaching.Two-waymeanstherelationshipofthecommunicationbetweentheteacherandthestudents.Thisrelationshipisconnectedwiththecommunicativeactivitiesbetweentwopeople.Thismethodisdifferentfromthetraditionalaural-oralmethod.ButitalsobasesontheprocessofS-R-R.Sowecallitamewtypeofaural-oralmethodhassomepeculiarities.ItcancreateafreshenvironmentforspeakingEnglish.ItneedssomenecessaryexplanationsofGrammar,includingsomesentencestructuresThepracticecanalsobecontroledbystudentsfreely.Theinternalforceofstudyisnotduetotheinsterestsinphoneticstructure,butthecontentofthematerial.Tomakethecorrectresponse,thestudentsareaskedtopaymoreattention.Example:Teacher:AskmeifIamastudent.Student:Areyouastudent?T:Tellme-No,You'reateacher.S:No,I'mateacher.Inthisexample,"Askme"meansthatthestudentsmustsayaquestionsentencewhile"Tellme"showsthatthestudentmustsayadecarativesentence.Butbeforedoingthis,theteachermustexplainsomethingabouttheexchangeofinterrogativesentenceanddeclarativesentence.Thetwo-waycommunicationcanlengthenthedialoguelimitlessly.Thisisitsadvantage.Atthesametime,ifthestudentwantstogivethecorrectresponse,hehastothinkithard,thesentenceisnoteasilyforgottenwhichisereatedbythemselvesthroughthinking,sometimeswiththeteacher'shint.Youcantalkfreely,youcanexpressyourselfaswellasyoucan.So,inaword,theaural-oralmethodismoreeffectiveanddirect.3.2.2ThecommunicativeapproachInanotherhand,thecommunicativeapproachisalsoaveryimportantmethodonhowtoimprovestudents'speakingability,anditisthoughthighlybymoreandmorepeople.Communicativeteachingisaverycomplexprocess.Theteachercandividethestudents'learningintothreestages:Inthefirststage,theteacherisasortofinformation---heselectsmaterialtobelearntandpresentsitsothatthestudentscanunderstanditandrememberitasclearlyaspossible.Thestudentsmaydolittletalkingbuttheyshouldbynomeansbepassive.Thesecondstageisthepracticestage.Merethestudentsdothetalkingorganizedfromcuebytheteacher---thispracticeshouldbemeaningfulandmemorable.Thethirdstageisa