英语听力教学论文范文(1)(3)
2015-06-08 02:31
导读：3.1.2．The English environment The English environment in China is different from other countries e.g. Canada. In China, English is a foreign language (EFL), not a second language (ESL). Both student
3.1.2．The English environment
The English environment in China is different from other countries e.g. Canada. In China, English is a foreign language (EFL), not a second language (ESL). Both students and teachers are doing their jobs under this condition which is quite different from that such as in the US. For example, Chinese immigrant students in Canada can learn English more quickly than those in China. Why? Because in Canada, English is regarded as their second language. They enjoy a much better English environment as well as have English high motivations. This is what is needed in China. What those students in China need is this authentic language environment which isn’t easy to be created in China.
3.1.3. The learning aspect
Listening comprehension is the summation of hearing and understanding. If you have a better level about English knowledge, you may be capable of understanding very well in listening to the materials, and may have an excellent response to any questions asked by the speakers on the tapes.
（ⅰ）Barriers on Phonetics and Phonology
It is clear that “Phonetics is defined as the study of the phonetic medium of language, and Phonology studies how speech sounds system in a language form pattern.” [2] (p22) English, as a new language for Chinese students, usually appears some problems exactly on Phonetics and Phonology, such as the mistakes on pronunciation, intonation, and all kinds of skills like word stress, sentence stress, motion of sound, assimilation, sound---linking and incomplete explosion, etc. Therefore some basic knowledge about English Phonetics and Phonology will directly influence students’ listening comprehension. So designing activities must be aimed at point. So designing some interesting game is to let students discriminate the different pronunciation. The key point is guiding students to find the difference themselves. For example, most Chinese students find the discrimination of some sounds is a problem in listening comprehension, especially, some vowels. E.g., they can hardly distinguish the words like “sit—sea” and “bed--bad”. In a sentence like “He saw a thief steal into the palace”, steal /sti:l/ is very important in understanding the sentence, but some students just recognize it as still/stil/.
（转载自http://zw.nseac.coM科教作文网） (ⅱ) Barriers on tempo
Tempo means the speed of speaking. It can be controlled by an actor who is good at tongue twisters. Some people enjoy more variation in tempo than others, but everyone has a norm which in characteristic of his usual conversational style. One who tends to use a rapid tempo in everyday speech in English, but Chinese students usually don’t have such a tempo in listening. Although sometimes they can speak very fast, they may not catch up with the materials on normal tempo while they’re listening to a tape, especially to a longer conversation or a passage, that’s their problems. Because they only used to listen to teachers who always read under the average speed in daily life, or used to slow conversations with their partners while practicing oral English, that’s why Chinese students can not suit the need of normal speed listening materials or native speakers. Teachers can help students to form a good sensation. Students can train the tempo through reading, because there are many skills on it. English teachers should take efforts to teach students how to learn some knowledge about sentence stress, rhythm, sound and intonation, etc. So, during in the class, or at the beginning of the class, teacher can design a game or completion about reading. The student who is the winner can give him/her a present. Through insisting on doing so, students’s sensation can be improved.
