怎样提高初中生的英语听力能力

How to Improve Listening Ability of English for

Junior Middle School Students

Abstract:During my three-month internships in national training program, I have

been totally felt the fear of junior middle school students for English listening. It’s self-evident that English listening is one of the most important parts of English teaching for junior middle school students. At present, there is a certain distance between listening ability acquired by junior middle students and curriculum objectives. Many students can do a very good job in written exams but feel completely confused in listening tests. Why is listening so difficult for junior middle school students to understand? What are the reasons? How to solve the problem?

Key words: national training program junior middle school students

English listening English teaching

怎样提高初中生的英语听力能力

摘要：我在三个月的国培计划顶岗实习中，已经充分的感受到了初中生对于英语听力的恐惧

度。不言而喻，初中生的英语听力是初中英语教学中一个重要的环节。目前大部分初中生的

英语听力教学与教学大纲所规定的目标却有着一定的距离。很多学生在笔试的时候能够做到

得心应手，而在听力考试的时候却不知所云。为什么听力理解对于初中生来说如此困难?原

因何在？如何解决?

关键词：国培计划初中生英语听力听力教学

1. Introduction

The purpose of English teaching focus on cultivating students to use language for communication, which contains four skills of capability, including listening, speaking, reading and writing. Listening teaching is an important and difficult task for junior middle school students. English teachers often regard it as a common problem

listening ability. In real life, interpersonal communication

of improving the students’

mainly concerns about listening and speaking communication, while the traditional

mode of education students trained in listening and speaking fell far behind in reading

and writing skills. It’s an indisputable fact that many students become a "deaf" or a "dumb" after learning a foreign language for many years. And I heard the

improvement of communication skills has much to do with the improvement of

listening skill. However, many junior middle school students have significant

problems during the hearing process. Therefore, to improve listening ability has not

only become the dream of most junior middle school students, but also the wish of

many junior middle school English teachers. This article aims at how to improve

English listening skills for junior middle school students

from the following aspects: raise the question, analyze the problem and solve the

problem.

2. Raising the question

Listening is the premise of receiving language information. Only after understanding the listening can we properly accept and use the information. According to a proven statistics, we spend 45 percent of our time in listening, 30

percent in speaking, 16 percent and 9 percent in reading and writing respectively,

from which we can see the necessity of listening improvement. In modern society, listening and speaking are often regarded as communication skills that determine the success o r failure of a person, which is the needs of social development, with the development of English exam reformation, the importance of listening as a major component of the English test has been widely recognized and valued among the community, teachers and students. Therefore, it’s imminent to improve the listening ability of middle school students so as to stand on an invincible position during the examination. Junior middle students in hearing directly affect the quality of their

schools into high-level English education and the comprehensive ability, which may

affect their future development. However, as the things stand today, the majority of

students in junior middle school students, particularly in rural areas feel bad in the

hearing and lose lots of points in the listening examination, which directly affects

their performance in English and even their interest in learning English. It’s Undeniable that English teachers in many of the junior middle school haven’t implemented good teaching of the listening because of some constraints, which result

in slow improvement in listening of the students. So to solve this problem has already become the most important of English language teaching.

3，Analyzing the reasons

3.1. Barriers of their English ability and sound change phenomena

students find it difficult to understand when new words, new sentences and new grammatical phenomena appeared in the listening material, other factors such as the

Italian group, continuous sound of assimilation, sentence stress and intonation,

changes in the speed of speech rate, reading skills and many other reasons are likely

to increase The difficulty of listening comprehension, which may also affect the