Reflections on improving the teaching effect of English listening class

Reflections on improving the teaching effect of English listening class

Paper Keywords: listening classroom teaching listening level teaching effect

Abstract: Listening is a very important part of college English teaching, and it is also one of the difficulties in college English teaching. Therefore, how to improve the classroom teaching effect and students' listening comprehension is very important. This paper talks about how to improve the teaching effect of English listening class and how to cultivate students' English from the perspective of teachers.

1 the present situation and problems of English listening classroom teaching in China

At present, many listening textbooks widely used in domestic colleges and universities are old-fashioned, especially many knowledge points in the text, which are political news and articles from the 1970s and 1980s, which are very inconsistent with the actual life of students now. This makes it difficult for students to understand. In addition, in the traditional listening class in China, teachers often put listening materials first, and then students do exercises. Mcdonough once pointed out that this method of listening first and then asking questions is a testing method, not a teaching method. In this traditional teaching mode, students have always played a passive role, and their limited listening level is still an insurmountable obstacle in their communication. Moreover, the task setting of English listening practice is relatively simple, and most of them are designed for listening comprehension. Teachers also play a major role in the teaching process, for example, try their best to guide students to listen, teach students to know the new words appearing in textbooks, and help students predict the answers to the questions they hear in class to ensure the smooth progress of English listening classroom teaching. After listening, they began to check the answers one by one, listen to the questions in doubt repeatedly, and then be explained by the teacher, so that most students formed the habit of relying on the teacher. This kind of classroom teaching method can not only improve students' listening, but also make students develop laziness, and students will lose confidence in listening over time. And in real life and future work, we will face all kinds of communication objects and dialogues. This kind of classroom teaching method is not conducive to improving students' reflection of real scenes, and will inhibit the development of students' English listening level. Moreover, listening to recorded materials for a long time will cause students' mental fatigue and even produce resistance, which is not conducive to the improvement of students' English listening level.

2 methods to improve the teaching effect of English listening class

(1) Pay close attention to the foundation of English and create a good classroom atmosphere. First, correct students' pronunciation. At the beginning of freshmen's listening class, teachers should correct students' pronunciation, so that students can have a basic understanding of basic pronunciation listening skills, including pronunciation, intonation, stress, speech speed and so on. These skills can be improved mainly by reading more, so students must read aloud the sentences and words in books and personal materials, follow the pure English pronunciation in class, and correct English with their own local accent. Pay attention to the special pronunciation phenomena in English, such as weak reading, continuous reading, explosive reading, stress reading and assimilation. Cultivate a sense of language, be familiar with the rules of English pronunciation, and experience the different effects of different intonation and rhythm on expressing semantics. Once you master the changing rules of English intonation when reading aloud, your listening comprehension of the material will be greatly improved. Secondly, we should increase students' vocabulary and promote the mastery of grammar knowledge. Teachers should guide and explain the new words encountered in listening materials before listening, and pay attention to the application of common vocabulary in daily life, so that students can slowly accumulate the new words and typical sentences they have learned in each class, enhance their vocabulary, make students full of confidence and patience in listening classes, and thus create a positive and relaxed classroom atmosphere for students.

(2) Strictly grasp the three links in the classroom to improve the classroom efficiency. The process of English listening is not a simple operation. As teachers, we should try our best to make effective use of the limited time in class, create a relaxed and happy classroom for students, and let students consciously and fully integrate into the classroom. In this way, our classroom listening teaching will get twice the result with half the effort. So how to improve the listening effect of limited class time? First of all, we should pay attention to three links in the classroom, namely, the pre-listening stage, the listening stage and the post-listening stage.

①? Before listening? Pre-listening stage: Before listening? It is an essential preparation stage for listening, so that students can examine the questions first, see clearly the background knowledge involved in the questions and materials, and listen with questions, avoiding aimless and general listening. If students are ready to listen, it will be easy to understand, and it will also improve students' interest and stimulate students' sense of participation, thus achieving success in learning. Do you want me to listen? Arrive? I want to hear it? Psychological transformation.

②? Listen. Listening stage: this is an important link for students to receive information and understand the content. Teachers should let students practice while listening, so as to listen, think, speculate and imagine purposefully. Moreover, students should be emphasized to take notes, write down the main words to help them capture information, pay special attention to the changes of time, place, people and some numbers in the text, make predictions while listening, constantly compare their predictions with the contents of the materials, and analyze, judge and understand the information.

③? After listening? Post-listening stage: the teaching at this stage is mainly about playing? Listen. With what? Reading and speaking? Combination. From where? Listen. Arrive? Say? This is a natural transition. After listening to a topic, students often have the desire to express their opinions and opinions. Teachers can take this opportunity to ask students to repeat the content of the article, or put forward some questions that students are interested in and have something to say according to the content of the article, so that the whole classroom atmosphere becomes very active.

Finally, do exercises after class: it is not easy to understand except mother tongue. The listening training and teaching materials in our textbooks are far from enough. It is best to provide students with a large number of teaching videos and tapes, and it is recommended that students do a lot of extracurricular exercises.

(3) Using multimedia technology, network resources and other means to improve students' interest in listening. For a long time, most colleges and universities in China still adopt the traditional teaching method, that is, teachers play recordings, let students listen to them repeatedly, and then do some exercises according to the content of the materials, which will easily make students feel dependent and bored, thus making them lose their initiative in learning. Multimedia technology can create good learning for students, which combines the effects of words, sounds, graphics, images and animations, and puts students in a vivid language environment, thus greatly improving the intuition of teaching, enhancing the initiative and enthusiasm of students, and stimulating their enthusiasm for learning. Now the language lab basically has a complete set of multimedia equipment. Making full use of these devices in the classroom and choosing real communication materials in the classroom teaching will be more interesting and attractive to students than textbooks, thus improving students' visual, listening and speaking abilities in an all-round way. This requires diversification of listening materials, rather than using a single set of teaching materials. Teachers can choose audio-visual materials with vivid scenes, authentic language and rich flavor of life from other channels, which requires the use of our network resources. Teachers can download some English video clips about humanities and exotic customs. Also download some British and American movies, such as The Sound of Music, Sleepless in Seattle and so on. The language in the film is vivid, practical and colloquial, which is of great help to improve English listening. When selecting these audio-visual materials, we should follow the following points: first, the selected materials must be good in content, healthy in image and clean in text; Second, the language of teaching materials should be standardized, and the difficulty level should be suitable for students' English level; Third, the selected materials should not be too long, and should be within half an hour, so as to have enough time to answer questions and discuss, and it will not affect the normal teaching activities of textbooks. It can be said that multimedia teaching has broken through the space limitation of traditional classroom teaching, and only under the premise of ensuring the cultivation of listening and speaking ability and students' positive learning attitude can listening teaching achieve the best effect.

(4) Several cooperative learning methods that can be used in listening class.

1 retell. Retelling what you have heard is a very important way to improve students' listening. Divide the students into groups, and each group member will hear different listening materials (this can be grouped according to the students' basic skills). Choose a team leader who is responsible for supervising the retelling of the team members and making records. Finally, the teacher will analyze, compare and explain the differences in each group's retelling. When doing retelling exercises, teachers should pay attention to the choice of listening materials, and must choose the time, place, task and event clearly.

② Group discussion. Students in the class can be divided into different interest groups according to their basis and gender ratio, and some topics related to the materials in the textbook can be handed over to different groups for students to discuss. Each team member can express his opinions freely, and finally choose a representative to speak, and the rest of the team members can ask questions. In this way, classroom teaching will not be very monotonous and boring, so that every student can participate, and at the same time, students with poor foundation can be taken care of, their sense of inferiority can be eliminated, and students can give full play to their imagination, not stick to textbooks, so that listening and speaking can be well combined.

③ Role-playing. In listening class, in addition to using a single material for listening, we can also arrange students to simulate some daily scenes, such as writing materials in airports, restaurants, bookstores, shopping malls and other places. For role-playing. In addition, we can also let students simulate some scenes in excellent movies or write and direct some plays, so as to enhance students' interest in listening materials and help them listen to higher listening effects.

3 Conclusion

In a word, college English listening classroom teaching must change the old teacher-centered teaching method, and students should participate more actively to improve the training of students' listening skills. Teachers can teach students in accordance with their aptitude according to different factors affecting their listening level, make arrangements according to the actual situation of students and teaching, find out the teaching methods suitable for their own students in the process of listening classroom teaching, and establish students' self-confidence in learning. In the whole process of listening classroom teaching, teachers should constantly listen to students' feedback, update content, improve methods, enhance students' language perception, rationally use modern multimedia technology and traditional listening and speaking teaching methods, stimulate students' enthusiasm for autonomous learning, improve students' listening comprehension level, and thus improve the effect of listening classroom teaching more effectively.

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