英語(yǔ)-初中生英語(yǔ)聽(tīng)力薄弱的原因及對(duì)策(文件)
【正文】 rything we have heard [6]”. Here are some types of post—listening activity: multiple choice questions, answering questions, notetaking, gap—filling and isogloss. According to Wang (2020), “it is important to remember when designing activities not to demand that students remember more details the nativespeaker would in a real life, because we do not want our students to get into the habit of thinking that they need to understand and remember [7]”. Conclusion To sum up, in junior middle schools, in fact, teachers’ main practice in class is just listening to the textbook. For example, GO FOR IT, has a small part of training listening skills, thus the listening teaching is limited. Due to the inadequate English learning environment, the old teaching beliefs and methods and barriers of listening prehension, teachers have changed their practice activities and gained new insights into the learning potentials of their students. According to Zhang (1999), these successes have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students. we should put forward relevant strategies and add different activities, such as, Listen and Act, Listen and Draw, and so on, to meet various teaching needs and to improve junior middle school students’ poor listening ability. [8] References: （單獨(dú)一頁(yè)） 論文的格式： 論文的規(guī)格：正文長(zhǎng)度 2020—2500 單詞。 關(guān)鍵詞： 初中生 聽(tīng)力 原因 策略 The Reasons and the Strategies for Junior Middle School Students’ Poor Listening Ability Abstract： In modern world, language teaching theories highly emphasize the effect of “l(fā)istening” on the learning and the use of language. The teaching of English listening is a teaching of language, as well as a training of ability. Of the four skillslistening, speaking, reading and writing, listening is the basic, and a most important part of English teaching in junior middle schools. It is not only the main way of acquiring language information, but the basis of improving other four skills. Therefore, junior middle school students regard the listening test as the most difficult part of a whole test. In this paper, the author starts with the conditions of junior middle schools’ listening teaching, analyzes the reasons for junior middle school students’ poor listening ability and tries to suggest the effective ways of improving their listening ability. Abstract： junior middle school students listening ability reasons strategies The Reasons and the Strategies for Junior Middle School Students’ Poor Listening Ability Introduction Listening is essential for developing other skills and provides a basis for language learning. It is also the most difficult of all the learning skills for learners to master. When listening, listeners follow the speaker, thinking about what the speaker is saying and what is going on in the mind of the speaker, guessing the speaker’s opinions and attitudes and catching the true meaning of the speaker’s words. Listening itself accounts for almost half of the mutative activities in one’s daily life. In addition, learners should have the knowledge of phoics, vocabulary and grammar. So many learners are afraid of listening, looking on it as more difficult than any other skills. Instead, they pay more attention to training their abilities to speak, read and write. Therefore, in this paper, the author aims to analyze the reasons for junior middle school students’ poor listening ability and tries to suggest some effective solutions with the hope of improving their listening ability in future English teaching. 1 The reasons for students’ poor listening ability As one of the most significant ways in English language munication, listening is very important for language study. But a lot of students regard listening prehension as the most difficult part among all kinds of examinations due to the following reasons. Inadequate English lear
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