中学英语教学新模式 -高中英语听力教学的整体设计

《学生双语报》

刘鹰

Why Listening Comprehension?• Why Listening Comprehension

– Most poorly developed in China• Low scores on every level of test• Poor performance

• The Most Important Skill– Speaking– Writing– Learning in general

• Readily Available Resources• The Easiest skill to be developed

T&L Listening : An Overview

• Problems– Listening has been a big problem at all levels of

education– No systematically designed strategies in either

teaching or learning

• Resources– Abundant and with great variety– Affordable for many students

The Present Situation

• Not efficient

• Not systematic

• Only focused on tests prep type of exercises, with few exceptions

本讲座的内容• 分析矛盾的实质

– 听力的困难在哪里？• 教学的困难• 学习的困难

• 解决问题的方式– 重构高中听力教学的基本模式

Problems: Teachers’ Perspective• Lack of proper understanding of listening

comprehension process and the ways of developing listening comprehension skills

• Lack of systematic design and training program for developing listening comprehension skills

• Lack of adequate resources for developing listening comprehension skills

• Lack of necessary cross cultural knowledge needed for understanding the oral communication

Problems: Students’ Perspectives

• Focus too much on words unknown to them instead of decoding the meaning from what is known

• Have trouble understanding the natural flow of language and sound change from single words to the sound in the language flow

• Are not aware of stress, rhythm and other necessary devices that will help them understand the spoken language

• Have little or no training to develop strategies that will help them develop listening comprehension skills

Four Dimensions of Listening

• Transactional Language Functions– Message oriented and Business type

• Inter_actional Language Functions– Person oriented and Social type

• Top down processing– Prior knowledge and general idea

• Bottom up processing– Sounds to words, structure to meaning

Four Modes in Listening

• Top down mode– Inter_actional: party talk– Transactional: travel safety rules

• Bottom up mode– Interactional: jokes– Transactional: instructions on testing

Four Kinds of Listening Practices

• Listening and Repeating– To listen and repeat or memorize

• Listening and Answering Comprehension Questions– Widely used in testing

• Task Listening– To listen and do something with the information

• Interactive Listening– Real life conversations

Systematic Training Programs for Listening (I)

• Interactive listing – Only possible for a tiny percentage of students

– Has little practical relevance for most Chinese students

• A systematic programs for Chinese students should include listening and repeating, task listening and listening and answer comprehension questions

• Task listening should be the center of gravity

Systematic Training Programs for Listening (II)

• To get familiar with sounds of English words and the language flow of English

• Single word level: stress of syllabus

• Sentence level:tones, stress and rhythm

• Materials should be simple and slow

• Recognition of sounds in stead of meanings

• Move to task listening as soon as possible

Systematic Training Programs for Listening (III)

• Task Listening– A practical and good strategy for real life interactive

listening as well as testing

• Task listening as a center – Listening materials, from simple,slow,created listening

materials to real life materials,e.g new broadcasting and movies, songs and lectures, speeches etc

– Tasks, from simple and created tasks for specific skills to real life tasks

Systematic Training Programs for Listening (IV)

• Listing and Answering Comprehension Questions– Useful only in testing setting, and should be treated as

such

• Focus should be on types of comprehension questions and skills that will help students answer them with the least effort– Should be the last stage of training

– Should take the minimum time required for the test preparation

From Sound to Sentences: A Micro Skill Study

• Sound May Change in Language Flow– Sound Change with a Reason: contents or

functional

• Stress and Rhythm: two critical points for fluent listening compression– Stress, what sounds clear and similar or same as

the sound in dictionaries– Rhythm, what is connected and where to pause

DIY Cloze Test For Listening （ I ）

• Start with a short passage that is between 3 to 5 minutes

• Play no more than three times, and ask students take down what they can hear clearly, and for the words that can’t be heard clearly use underlines instead

• Ask the students fill the underlined space with the appreciate words

DIY Cloze Test for Listening (II)

• Check the finished passage with the original scripts and make corrections

• If the mistakes are within 10-15% range move to the last step

• Play the passage again, and ask the students compare the sounds of underlined words with the sounds described in dictionaries and find out why.

联络方式刘鹰 《学生双语报》

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