浅析英语听力理解障碍及其解决对策 [9]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-16编辑:黄丽樱点击率:15849
论文字数:5599论文编号:org200904162229542109语种:英语 English地区:中国价格:免费论文
关键词:英语听力障碍对策English listeningobstaclesstrategies
and the sense-group and breath-up.[26]
As we have already known that phonetic barrier is the only one of listening obstacles that can be found most commonly among ESL learners, it is urgent for the listening practice teachers to pay special attention to it. These suggestions that are advocated by Zhang Weiyi are the basic steps that can be adopted by all junior school, senior school and college students. However, as the author mentioned before, the senior school and college teachers can alternatively give students some special sound –identifying trainings that fix into their cognitive level.
4.2.3 Recommended strategies in the teaching of listening for junior school teachers
(i) Building the students’ confidence.
Junior school students are at the early stage of learning, if they are frustrated by the difficult tasks, they will lose patience and confidence. That is why they are afraid of listening to a long sentence. Upon how to help them to get rid of this fear, the teacher will play a crucial role. They should be aware of how to select some suitable listening materials (the degree of difficulty is just a little beyond the learners’ ability.) then the teacher will cheer up the students and encourage or motivate the students invisibly. Meanwhile, teaching is not testing, it is totally unnecessary for teachers to give students quizzes too frequently, which do nothing good but make them nervous.
(ii) Teaching some listening skills
In order to set up a solid function of listening comprehension for the study of the future, the teacher can also teach the students some listening skills (not too much) according to the cognitive degree. Here, association is an effective tactics. For example, there is a long sentence with clutters of modifiers: Besides the bar sits a man in a big work suit, long dirty boots, whose eyes fixed into without little remove the glass of red wine in front of him. Once encounter this kind of sentence, the teacher can train the students by asking them to draw a picture in their minds, piece by piece, and finally grasp the meaning of the sentence.
4.2.4 Recommended strategies in the teaching of listening for senior school teachers
(i) Background introduction
There is a phenomenon we have to notice that English learning materials are being involved in more and more fields and areas of life, culture in senior school, which has led to the increase of the degree of difficulty in listening because the cultural connotation of listening materials has been enriched greatly, too. So it is a need for the teacher to do some background introduction for an adequate preparation as a good beginning before listening tasks.
4.2.5 Recommended strategies in the teaching of listening for college teachers
(i) Taking notes
Note taking should be highlighted in the teaching of listening for college teachers. Firstly, it enforces the students to “concentrate on what will be said next in order to catch pace with the thinking process of the speaker.” Second, it can preserve instantaneous memory. Third, “it helps the listeners organize facts and retain concepts for later use.”[27] Note-taking is an individual work, but it is the teacher’s responsibility. The followings are the suggested abbreviation and symbols for note taking.
From Latin
cf. compare (with)
e.g for example
etc et cetera, and so on
et al and others
ibid. in the same place (in a book or article)
Symbols
∴ therefore, thus, so
+ plus, and, more
> greater
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