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语言学研究表明,任何一种语言都是由生活在一定言语使用区域中的人们在一定的语境下使用的。一种特定的语言总是和使用这种语言民族或国家、以及其历史、文化、社会背景等因素息息相关的。因此,在中学英语教学中,教师不仅要教授语言知识,训练语言运用能力,而且还要加强介绍有关的英美文化背景知识。听力训练需要听力技能、策略、方法。不仅需要智力因素,还需要非智力因素,要做到视听结合;听读结合;听写结合;听说结合;要常抓不懈。听力是外语学习的四大技能之一,而且首当先列:听、说、读、写,听是外语学习的基础。但在现实教学中,学生在英语学习中听的能力远远低于该学科的其它能力。学生的语音辨别能力低;语流的连贯能力弱;词义的语境判断差;猜字的技能、技巧低;口语辨析能力差;听音时,主要内容抓不住;重要信息抓不实;正确的听力习惯没养成;背景知识狭窄。教学中要克服这许多障碍,要求我们的英语任课教师采取正确的策略和方法。下面就我在教学中的体会,谈一谈听力训练与策略问题。
Linguistic studies show that any language is used by people living in a certain language use area in a certain context. A specific language is always related to the use of such a language or nation, country, history, culture, social background and other factors. Therefore, in middle school English teaching, teachers should not only teach language knowledge, train language ability, but also to enhance the introduction of the Anglo-American cultural background knowledge. Listening training requires listening skills, strategies, methods. Not only intellectual factors, but also non-intellectual factors, to achieve audio-visual integration; Listening combined with; dictation combined; I heard that; often to persevere. Listening is one of the four major skills in foreign language learning, and first and foremost: listening, speaking, reading, writing and listening are the foundations of foreign language learning. However, in practical teaching, students’ abilities to listen in English are much lower than those of other disciplines. Students have poor speech recognition ability; weak coherence of language flow; poor contextual judgment of word meaning; low skills and skills of guessing words; poor analytical ability of spoken language; failing to grasp the main contents while listening; Correct listening habits did not develop; background knowledge was narrow. Teaching to overcome these many obstacles, require our English teachers to take the right strategies and methods. Below on my experience in teaching, talk about listening training and tactics.