how-to-improve-the-ability-of-listening--speaking--reading-and-writing大学毕业论文.doc

《how-to-improve-the-ability-of-listening--speaking--reading-and-writing大学毕业论文.doc》由会员分享，可在线阅读，更多相关《how-to-improve-the-ability-of-listening--speaking--reading-and-writing大学毕业论文.doc（24页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Howtoimprovetheabilityof listening, speaking, reading and writingI.IntroductionThepurposeofmiddleschoolEnglishteachingistoimprovethestudents#39;fourskillsoflistening,speaking,readingandwriting,withthebaseofnecessaryphonetics,largevocabularyandgoodgrammar,Butthisisnotthefinalpurpose.Thefinalpurposeis

2、tolotletstudentsbeabletousethelanguage.WhydowestudyEnglish?Ifamanisonlygoodatlisteningandspeaking,canwesaythatheisgoodatEnglish?No,Ifamanisonlygoodatreadingandwriting,canwesaythatheisgoodatthelanguage?No,IfastudentisgoodatEnglish,heshouldbeabletousethelanguage,bothinspokingandwriting.Nowmostofthestu

3、dentsdobetterinreadingandwritingEnglishthaninlisteningandspeaking.Theycanreadandwrite,buttheycanhardlycommunicate.Theycanhardlyexpressthemselveswiththeirownwords.Thisispartiallybecauseofourexaminationsystem,andpartiallyoftheteachingmethod.Wearenotabletochangetheexaminationsystem,butwecanimproveourte

4、achingmethod.Mostofalltheteachersliketoprovidethestudentswithalotofknowledge-words,phrases,grammar,usagesandsoon,Theyarefocusingthesething,especiallyonthegrammar.Yes,thestudentsdoneedthese,butmanyteachersforgettoteachthemhowtostudyEnglish,andhowtouseit.Sowhenyouaregivingtheknowledgetothestudents,don

5、#39;tforgettoteachthemalltheabilitiesofthefourskills.II.Waysondevelopingthefourabilities1.ListeningTheteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.Thatmeanseachofthemisimportant.Youcan#39;tsaythatyouhavemasteredthelanguagewithoutanyoneofthem,Listening,oneofthemeansoflanguag

6、ecommunication,isusedmostwidelyinpeople#39;sdailylives.About45%ofanadult#39;stimeconcernslisteningtootherpeople,listeningtotheradio,listeningtothemusic.Inlinguistics，givingthestudentsalotoflisteningactivitiesisagoodwayofenlargingtheirvocabulary.Ontheotherhand,italsohelpsthestudentsimprovetheirlisten

7、ingcomprehension.Ihavedoneaninvestigation.About43.2%ofthestudentsthinkthatthemostbotheringandmostdifficultislisteningcomprehension,andevensomeofthemhavedifficultyinunderstandingtheirteacherwhogiveslessonsinEnglish.Withoutquestion,itisdifficultofamiddleschoolstudenttounderstandthelisteningmaterial,if

8、hehasn#39;tenoughvocabularyandtheabilityoftellingthegrammarconstruction.Inmyinvestigation,about35%ofthestudentswithlowlisteningcomprehensionthingthisisbecausetheydon#39;tunderstandorknowtheknowledgeaboutlinguistic,theyarenotabletotellthemeansofawhattheyhaveheard.Inmyanotherinvestigation,studentswere

9、askedtolistentoadialogueof244words,inwhichthewordsandgrammarhavealreadybeenlearned.But80%ofthemthoughtitwastoodifficult.Then,usingthesamedialogueasareadingcomprehensionmaterial,Ifoundonly5%ofthemthoughtitwasalittledifficult,ontheotherhandtheresponseabilityisalsoanotherreason.Itisclearthatthereadings

10、peedofamaterialalsoaffects.About43%ofthestudentsthoughtthatthematerialwasreadtoofastandtheycouldn#39;tfollow.Alotofstudentshavetheirownlisteninghabits.Somestudentsoftentriestounderstandeachwordoreachsentence.Theywillthinkhardwhentheymeetsomedifficultwordsorsentences,andagreatmanystudentscouldunderst

11、andthematerialdirectly,TheyoftentranslatetheEnglishintoChineseintheirheart,thinkingthatonlyinthiswaycanthesentencebeunderstood.Thisisalsoareason,tryingtounderstandeachwordisdifficult,anditisnotnecessaryatall.Youshouldcatchthemostimportantpoints.Thenhowtoimprovethestudents#39;listeningskill?Weknowthe

12、largestdifferencebetweenmotherlanguagelearningandforeignlanguagelearningistheenvironment.Achildcansoonlearnhismotherlanguagewell.Hehasheardalotbeforehecansaysomethingandwalk.Thenafterheisabletowalkandsay,hehasachanceoflisteningtomore.Beforehegoestoschool,hehasalreadybeenagoodlistenerandspeaker.Butfo

13、raforeignlanguage,youcanmeetitonlyinformalplaces,classes,forexample,otherwise,youcanhardlyhaveachancetomeetit.SoIthinkyoushouldtrytoletthestudentsbeinalanguageenvironment.Letthestudentsgraspthephoneticsymbol.Ithinkthephoneticsymbolisthebase.Agoodintonationandphoneticdependsonthebase.Oralreadingafter

14、aradioorateacherisagoodwayatthebeginning,Studentsshoulddomuchaboutit.Payattentiontotheoralreadingskill,Itincludesstress,strongform,weakform,intonationincompleteplosiveconsonant,affricateconsonant,syllableandsoon.Trainingandpracticingtheoralreadingisnotaday#39;sword.Theteachermustgivecorrectinformati

15、onaboutit.Thereisnoeasyway.Enlargethestudents#39;knowledgeaboutEnglish.Encouragethestudentstoreadsomethingintheirsparetimeaboutgeography,history,culture,storiesandsoon.Forexample,therearetwomaterialsofthesamedifficulty.OneexplainssomethingaboutChina#39;sSpringFestival,theotherisaboutThanksgivingDayo

16、fthewesterncountries.Theformeriseasytounderstandbutthelatterismoredifficult.Why?Itisclearlybecausethestudentsknowlittleaboutthelatter.Bothlisteningtestandlisteningpracticearenecessary,butpracticeismoreimportant.Youcanunderstandyourstudentsthroughlisteningtests.Onlythroughthepracticecanthestudentsimp

17、rovetheirlisteningcomprehension.2.SpeakingSpeakingcan#39;tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.Thetraditionalwayoflisteningandspeakingisaural-oralmethod.Now,thenewmethodoftwo-waycommunicationisverypopular.Asyouknowthatanyteachingmethodhasitspsycholo

18、gicalbase.Theaural-oralmethodbeganinthe1940#39;s.Itisbasedonbehaviourism.Oneofitspsychologicaltheoryisthatlearningalanguageisformingasetofnewlanguagehabit.Thisisitsusualprocess:Stimulus-Response-Reinforcement.Theaural-oralmethodisfitfortheteachingofbeginningstage.ItfocusesonthepracticeoforalEnglishd

19、rills.Buttoomanydrillsarebeingpracticedwithoutanycontextorgivenconditions.Sowhatislearnedisisolatedclauses.Andithasfewcommunicativefunctions.Thetwo-waycommunicationmakesupforthedefectincommunicativeabilityinthetraditionalteaching.Two-waymeanstherelationshipofthecommunicationbetweentheteacherandthest

20、udents.Thisrelationshipisconnectedwiththecommunicativeactivitiesbetweentwopeople.Thismethodisdifferentfromthetraditionalaural-oralmethod.ButitalsobasesontheprocessofS-R-R.Sowecallitamewtypeofaural-oralmethodhassomepeculiarities.ItcancreateafreshenvironmentforspeakingEnglish.Itneedssomenecessaryexpla

21、nationsofGrammar,includingsomesentencestructures.Hintsarethemajorwayofpractice.Teacherscancontrolthepracticewhollyorpartly.Thepracticecanalsobecontroledbystudentsfreely.Theinternalforceofstudyisnotduetotheinsterestsinphoneticstructure,butthecontentofthematerial.Tomakethecorrectresponse,thestudentsar

22、easkedtopaymoreattention.Example:Teacher:AskmeifIamastudent.Student:Areyouastudent?T:Tellme-No,You#39;reateacher.S:No,I#39;mateacher.Inthisexample,AskmemeansthatthestudentmustsayaquestionsentencewhileTellmeshowsthatthestudentmustsayadecarativesentence.Butbeforedoingthis,theteachermustexplainsomethin

23、gabouttheexchangeofinterrogativesentenceanddeclarativesentence.Thetwo-waycommunicationcanlengthenthedialoguelimitlessly.Thisisitsadvantage.Atthesametime,ifthestudentwantstogivethecorrectresponse,hehastothinkithard,Thesentenceisnoteasilyforgottenwhichisereatedbythemselvesthroughthinking,sometimeswith

24、theteacher#39;shint.Youcantalkfreely.Youcanexpressyourselfaswellasyoucan.Forexample:T:Askmehowmangpeoplethereareinmyfamily.S:howmanypeoplearethereinyourfamily?T:Tellme-therearefiveS:TherearefiveT:Askmewhatmyprreutsdo.S:Whatdoyourparentsdo?T:tellme-yourfatherisateacherandyourmotherworksinacompany.S:M

25、yfatherisateacherandmymotherwordsinacompany.T:Askmeifmyfatherlikeshisjob.S:Doesyourfatherlikehisjob.T:Tellme-Sure,helikesteachingverymuch.S:Sure,helikesteachingverymuch.Alltheseresponsesformacompletedialogue.A:Howmanypeoplearethereinyourfamily?B:Therearefive.A:Whatdoyourparentsdo?B:Myfatherisateache

26、randmymotherworksinacompany.A:Doesyourfatherlikehisjob?B:Sure,helikesteachingverymuch.Ifyouwanttoaskmoreaboutfatherorotherfamilymembers,thedialoguecangoonasfarapossible.So,inaword,theaural-oralmethodisnotaout-of-dateone,butausefulone.Especiallyitisfitforthebeginningstage.Itattachestheimportancetothe

27、oraldrills,andhasabadcommunicativefunction.Itisonlyusedtoaphoneticbase.Afterall,theaimofthelanguagelearningistocommunicate.Sothetwo-waycomunicationismoreeffectiveanddirect,butitisalsofitforthebeginningstage.3.ReadingReadingisanimportantwayofgaininginformationinforeignlanguagelearning,Itisabasicskill

28、foraforeignlanguagelearner.Thereisalotofreadingexercisesinanexaminationtoday.Butallthesereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoreadthemcorrectlyandwithacertainspeed.Todothis,youshouldchangeyourbadreadinghabitandraiseyourreadingefficiency.Newwordspreventyoufromreadingfast.Onewaytoovercom

29、ethisproblemistoguess.Therearemanywaystoguessthemeaningofanewword.Firstyoushouldfindsomehints.Context,somephrases,suchasmeans,referto,inotherwords,Thatistosag;areallthehints.Model1.Amiddle-agedprofessorsaidthathiswifewastooextravant,becausenomatterhowmuchhegiveherforthehouseholdexpenses,shealwaysran

30、short.Inthissentence,themeaningofthewordextravagantcanbeeasilyguessed. Model2.Prometheusstayedchaiedtothelockformanyyears,Thenatlastthemighty.Herculescameforthandbrokethebonds-butthatisanotherofthewonderfulstoriesoftheGreeks.InThispargraph,thewordsstayedchainedisthehint,Soyoucanguesswhatbondsmeans.M

31、odel3.Thetinydropletsthatformondustparticlesverysmallpiecesofdust,toproduceacloudarefarapartfromeachother.Inthissentence,thewordsafterthedashshowsthemeaningofthewordpartides(微粒)Besidesthewaysmentionedabove,youcanguessaccordingtotheword-formation,forexampleChild-childless,Marx-MarxismLarge-enlarge,te

32、ll-foretellAustraliansatelliteAussateStaterunstate-run.Sometimesyoucan#39;tguesswhatthewordmeans.Iftheworddoesn#39;taffectyourreading,letitbe.Forexample,AGermantoldmethatalloverChinatheyuseGourmetpowderintheirfood.Itwillgiveyouhigherbloodpressure.Youmayknowthatgourmetitakindofthingthatcanbeeat.Butit

33、doesn#39;tmatterwhetheryouknowwhatitis.Anotherproblemthataffectyourreadingspeedisyoureadinghabitandyoureadingskill.Someonereadswordbyword.Someonereadswithhisfingerpointingtothewordsorwithhisheadshaking.Thoseareallbadhabits.Youshouldreadphrasebyphrase.Don#39;tblinkyoureyessooftenanddon#39;tshakeyouhe

34、ad.Justmoveyoureyeball.That#39;senough.Ifyouwanttogetmorewordinformation,theremustbeaproperdistancebetweenyoureyesandthereadingmaterial.Ithinkbrowsingisanimportantstepwhileyouaredoingyoureadingcomprehension.Somestudentsbegintoreadatoncewhenhegetareadingmaterial,evenwithoutknowing,itstitle.Butafterre

35、adingformanytimes,hewon#39;tunderstandwhatthearticlesays.Lookingthroughthematerialfirstmeansforereading.Inanexamination,youwanttograintheinformationwhichthequestionsask,youcan#39;treadthematerialinausualway,youcan#39;treadthewholematerialwordbyword.Yougadhavetoomitsomesentence,sometimesevenawholepar

36、agraph,whichhavenothingtodowiththequestions.Ithinkyoumightreadthegivenquestionsfastaswell,thenthematerial.Thereisanadvantagetodothis.Whenyoureadthematerialwiththequestions,youcansaveyourtime.Model:AFestivalAtmosphere.AtmidnightonNewYear#39;sEve,peopleinRome,Italy,throwoutallthethingstheynolongerwant

37、.Thestreetsarefilledwitholdchairs,beds,clothesanddishes.InMadrid,Spain,thenewYearcomesinmorequietly.Peoplecometothemainsouare.Eachholdsabagofgrapes(葡萄).Astheclockstrikestwelve,thepeopleeatthegrapes-oneforeachstroke.InTokyo,capitalofJapan,peopleeatnoodlesinNewYear#39;sEve.Thisfoodissaidtobringlonglif

38、e.Earlythenextmorning,someJapanesefamiliesclimbMountFuji,TheretheywatchthefirstsunriseofthenewYear.1.ThisstoryisaboutNewYear#39;sEvein_.A.EuropeB.EuropeandLatinAucerica.C.Fourcapitalcities.D.Threecountries.2.ThewriterthinksNewYear#39;sEveinRomeis_.A.interestingB.dullC.noisyD.happy3.Thenumberofgrapes

39、thatmustbetake.Fromeachbagis_.A.oneB.twelveC.thirteenD.fourteen4.PeopleinbothSpainandJapanspendtheNewYear#39;sEve_.A.throwingthingsawayB.eatingaspecialfoodC.climbingamountainD.watchingthefirstsunrise5.PeopleclimbMountFujiontheNewYear#39;smorningto_.A.lookforhappinessB.meettheirfriendsC.enjoythebeaut

40、yofnatureD.dosomethingstrange6.PeoplewhohopetogainlonglifefromtheirNewYear#39;sfoodarethe_.A.JapaneseB.SpanishC.ItaliansD.bothAandBLookthroughthequestionsfirst.No.1,3,4,6arethequestionswhichareaboutthecontentofthearticle.Thisinformationisconnectedwiththenames,numbersoractivitiesinthearticle,questionNo.2andNo.5arecomprehensiveones.Thenbrowsethearticle.Fromthequestionsandthetitleyoumayknowthatthearticleisaboutthefestivalcustomofdifferentcountries.Thearticleincludesthreeparagraphs.Eachtalksofadifferentplace_Rome,MadridandTokyo.Sowhenyouhavethe