How to Develop Junior Students Listenting Comprehension

Abstract:The way to develop junior students listening comprehension is the following plints:

１. Ｍastering the basic knowledge of pronunciation,lexicology and grammer skillfully preparing for the listening education.

２. Basing on the teaching materials.Strengthening the listening education.

３. Teaching students study methods;developing the listening skills of the students.

Key words:developing junior students,English listening

comprehension

Since the new teaching materials on nine-year compulsory education is published across the nation. English teaching has transformed from the “cramming method of teaching” to the “quality education”. That’s to develop listening, speaking writing end reading abilities. This four complement each other.Among those, listening and speaking is the most important in learning a foreign language learning originates from listening understanding what’s said by others is one of the targets in junior schools’English teaching. In the process of study, having a good listening ability is the only way to study English well Grasping the listening skills well not only can improve other training skills, but also lay a solid foundation for our communication techniques in the future. For most junior students, listening is comparatively difficult for them. So in order to improve the teaching quality in junior school, much more attention must be given to listening. Language is first a sound language. If we neglect the training of listening from start, we will surely add much difficulty to students’future study. Neglecting listening will certainly affect speaking the final result is that not only the students can’t communicate with others, but also this will affect their reading and writing abilities. From the point of view of the students, if the students can comprehend the lesson which the teacher has arranged in English in class, they can take part positivery in the language practicing process. Othenwise, if they have a poor listening, taking part in the language practicing process is impossible, this will undoubtedly affect the students study. In fact, the ability of undenstanding the lesson is also limitde. To implove the students’listening in a real situation we should provide a lot of listening materials centered on the content, not on the language form when the students can understend the English spoken by others and make an appropriate response, their learning interests will improve greatly. Their ability of using English will also improve. If they can solve a few problems in English in life, for example, listening to English programs on radio skillfully, and communicate with foreighers etc.

Those certainly can improve the student’s learning initiality and positivity.

Take the teaching experiences for consideration.

Ⅰ、Mastering the basic knowledge of pronunciation, lexicology and grammer, preparing for the teaching comprehension.

1、 The key is to study pronunciation well. At the very beginning of the new term, I consciously train them to pronounce every word well! Reading the 48 phonemes correctly is correctly is crucial. I always take great pains in correcting the wrong pronunciation by students, letting the listen and imitate the tape-recording. At ordinary in order to make them accustomed to the typical, standard English. At the same time, teaching them intonation, stress, pause, continuity, not wholly phone, etc, removing the obstacles those factors bringed to the students, eventually improving the students listening standards.

2、 It’s well known that only when students have a certain amount of vocabulary can they practise their listening comprehension. Because the pronunciation and spelling is not related, it’s hot suited for out reading. The some word has sever al pronunciation and meaning, American and British have difficulties accent, etc, Those factors will no noubt add more difficulties to listening. If the students have lesser vocabulary then required, in the training process they will meet many unknown words and the reflecting time will be prolonged. The training process certainly will not be going on smoothly. Because of the unknown words, the thorough understanding of the test will be affected. So increasing the student’s vocabulary is very meaningful. In the daily teaching process, I always emphasize the importance of grasping much more vocabulary. Before learning the new knowledge I always make a test to inspect the words and phrases they just have learned. Supervising and urging them to form a good habit of memorizing new words and phrases they just have learned. Supervising and urging them to form a good habit of memorizmg new words and phrases every day is my aim. Besides, every term I hold English vocabulary competitions twice and single out one of the best to award. Through this, students enthusiasm of learning English has greatly improved. Not only the students vocabulary improved their listening comprehension also improved.

3、 Students must firmly grasp the knowledge grammer, because this will enable them to understand the listening materials better. For example; listen to the recording, selecting one of the most closely related sentence to the one you have heard. Lily isn’t at school Lucy isn’t at school, either.

A. Both Lily and Lucy are at school. B. Neither Lily and Lucy are at school.

C. Neither Lily nor Lucy is ai school. D. Neither Lily nor Lucy isn’t at school.

If the students have little knowledge about neither ——nor——and the predicate verb should follow the principle of nearby, even though they understand the listening materials. They can’t select the right answer, either.

Ⅱ、Basing on the teaching materials, strengthening the listening education.

As the opening up policy is further developing in depth and with the development of the market economy, the basic English teaching of our country-junior school English teaching is playing more and more important role, especially the teaching of listening comprehension. The educational department also pay great attention to this, but the students’results of listening in the countryside is not satisfactory. Where is the reason should attribute to our junior school teacher. We don’t pay much attention to this much less exercises or the teaching methods is unsuitable.

First, let’s talk about the listening materials. Listening materials should comply with the students reading standard. If the materials are two difficult they can’t understand and they will lose interest in listening. Too easy, the listening comprehension of the students can hardly improve, so when we choose teaching materials, we should select those which not too difficult or too easy, materials known to everyone and don’t have to many unknown words, and the last is the materials should suit for speaking.e.g.The texts which are left intact shouldn’t be taken as listening materials. If the teachers want to use this, they should rewrite them so they can suit for speaking. Besides, the teacher may take a few short stories as listening materials to attract students interests. Through listening they have learhed a lot of interesting stories they have never heard of interesting stories they have never heard of before,e.g.I played back the “Five Famous Children Stories” the story language is easy witty, the plot is well organized and have a certain teaching meaning. After listening, students were all very happy because they have understood and answered the questions I arranged. By this, student learning confidence is strenythened. Second among the listening, speaking,reading and writing abilities, listening come first. So the listening should be paid more attention. We can’t neglect it because of the grades which account for Provincial Examinations for High School. In fact, let’s take a look at the student’s English grade in exams, listening has lost much more grades that all the other items. So English teaching ought to think highly of this. In the junior school English teaching, exercising books are very close to the provincial Examinations for High school. In this book there are not too much exercises for listening, how can we do to reach the best effects? I think:

1、 we must improve the single, traditional teaching method for

listening.

Traditional teaching method is very simple. Teachers play back the recording, students listen to this and do the exercises ai the same time. Then teacher let a few students answer the quertion and correct the wrong one. As far as I know, many junior schools in the country side are doing in this way. The teaching method is suited to the teaching materials which are very difficult and the students’English standards are on the same level. It’s best point is that writing and listening are an organic whole, which has a very strong nature of studying for exams. To put it more acurately, this is a simple way of listening test. It has many shat points. For example, the method is simple and too literal, Not considering the student’s English standard and how difficult or simple the teaching materials are, meeting all changes by remaining, one method to and The speed of teaching is fast. Listening and speaking are not linked with each other, neglecting the importance of speaking to the promotion of listening. So we should do our best to avoid using this method continuously, to improve this teaching method requires change,new and flexibility.

2、 The teaching of listening must combine with the speaking

organically.

While listening after listening. Students also speak. Listening after speaking or speaking after listening joins in until all the students reach a students reach a standard. I’m not going to discuss the method in detail.

⑴ Before listening all students are able to speak the outlines of the materials. According to the teaching materials and the real situation of the students, the teacher should have a lead-in, especially to the more difficult exercises. Having a lead-in procedure is a must. Before playing beck the recording,the reacher introduce a little about the background of the dialogue and point out the new words. Phrases difficult sentences and typical sentences and typicalsentences which are going to appear in the meantime demanding all students to make sentences and speak repeatedly till all master them. Besides, students may look at the exercises in advance. So they can listen with question and interests, placing themselves in the “real” atmosphere. In this way we can clear all the obstacles in the listening process and wipe out the afraid feeling making sure all students can understand the dialogue and speak out the headlines. Through this we can enlighten the atmosphere of the class, strengthen the confidence of the students, exert a sutle influence on their studying interests.

For example, in the real teaching process I take the texts as the first listening materials. Before class, I make designs and form of the text. In lesson ninety-five, the first volume, I let the students close the look according to usual practice, then present the listening exercises before playing back the recording. “who has a ruler?” Students can understand

the dialogue very easily with this question in mind. Another example lessson one hundred and fifteen, the first volume. I design the listening materials as “listen to the text, then judge the question true or false”. I use a few minutes before class to write the listening exercises on the blackboard.

１.The shop is near the school. ２.The shop is small.

All the students close the book and listen to the recording carefully. Lastly,correcting the answer,while learning the text, I always insist on putting in the listening exercises. Doing so, but also improve the teaching quality.

⑵ While listening, students also speak. In ordre to train the students to form a good habit of listening and speaking. At the stage of the enlightenment, the teacher should introduce language information as far as passible keeping on teaching in English, of course, the teacher may use mother language at times, making full use of the modern mnltiple media to let the students touch more native English so as to speak the students learning interests. In the teaching process, teachers should bring every positive factor into play to let students listen more, speak more is the only means for exchanging thoughts, between people to communicate with people to get more information around the word is the foundamental target. So in teaching, teacher should use every opportunity to creat circumstance to teach the students in the real circunstance, to develop students ability of coumunicating. Another impertant way is to construct English corner at school, letting the students take part in it to commnicate with each other in English. This demands the students to have a certain a mount of vocabulary and sentences daily used.

The important or typical sentences should be repeated by students while playing back the recording at the first time. Those sentences may also be memorized by some. Students do the exercises while listening at the second time. When they listen to the recording at the third time, they inspect while listening at the third time, they inspect their answers. The teacher correct the answers after that Through this teaching method, the points they stored are more than three times than the past. When students scored more point,their confidence of learning the listening also improved.

⑶ Speak after listening. We have mentioned speaking before listening speaking while listening.” Those are the instill process of the knowledge, the strengthening process of the knowledge. But “speaking after listening” is the process of applying the knowledge. After doing the exercises, the teacher selects a few students to retell the story according to the best, the better and the students who are lagging behind others. The common practice is to retell after prepraing. The best students repeat firstly in detail, using their own knowledge as far as

possible, then the juniors. The teacher should encourage them more, try not to point out the false. Lastly, the students may also liven the listening materials by putting their own names into the dialogue. Each one plays a part in the dialogue. Or combining their own life to invent a few similar stories or texts to retell. In this way, we can combine the listening with speaking and eventually promote the two forward. Through this, we can also arouse the enthusiasm and initiality of the students to learn English listening, enliven the atmosphere of the class and cahieve a satisfactory results.

Ⅲ、Teaching the students studying method, developing their listening techniques.

１. We usually think listening comprehension depends mainly on the

earl listening exercises start, we can make full use of the interval to real quickly about the questions and memorize them as for as possible. Besides, calculating the contents of the dialoogue is a must. Having this object in view, the students can achive the best effects while listening. A point worth mentioning is to train the students to read quickly. Because the interval between questions is very little, this will require them to read very quickly. Only in this way can we achieve the best results.

２. While listening to the recording, students should keep relaxed.

When they have a test, having a nervous mind is hard to avoid, but students shouldn’t go too for. The so-called nervousness is to react quickly and swiftly, to have a high degree of centralism and keep the balance of mind. Neither having wishes, nor letting off any chances listening comprehension requires the mind to have a high degree of centralism to understand the central ideas of the listening materials. Always keeping in mind that not to grasp the single word, to grasp the central idea. Students may at off the sentences which can’t be understood and pay their attention to the coming materials. Because the listening materials are fleeting, of the students grasp the sentences which can’t be understood, they will miss the next. Doing so, the accumulated sentences will affect the mood of the students. Eventually the students can’t do the exercises which should have been done. This is “trying to same a little only to lose a lot”. Besides, the students should form a good habit of reading, memorzing while listening. Don’t take the listening into account only students should read the materials repeatedly and underline the main points at the some time. The aim is to grasp the relating contents of the listening and the key to solve the problem.

３. After listening, further reading of the relating materials is

very useful. According to the basis of the written marks and listening materials, students select the answer then compare the answer with the listening materials, choose the correct answer. In a word, in order to develop students listening comprehension, I think the most important and the most useful way is to read and memorize more words and phrases, important and typical sentences. Because can surely understand the sentences you can speak. And listening exercises is only a supplementary means. At present, students have very little opportunities to use their English outside class. So the teacher should arrange the time reasonably in class, try to express the meaning of one sentence in different ways. Only by listening more, reading more and speaking more can they understand more sentenses and improve their listening comprehension.