【正文】 e will fix his or her eyes on the teacher or the blackboard, then relax, or do something else, expecting to get the information out of the tape scripts later。 山西廣播電視大學(xué)開放教育 畢業(yè)論文（設(shè)計） 晉中 分校 祁縣 輔導(dǎo)站 本 科 英語 專業(yè) 方向 題目 試論 發(fā)題日期 2020 年 6 月 20 日 撰寫期限 2020 年 7 月 21 日開始 2020 年 7 月 25 日結(jié)束 答辯日期 年 月 學(xué)生姓名 李姣姣 學(xué)號 1214001206342 指導(dǎo)教師 李繼紅 職稱 高級講師 Outline: Introduction 1. The reasons for students’ poor listening ability Inadequate English learning environment Old teaching beliefs and methods Barriers of listening prehension Barriers of phoics and phonology Barriers of tempo Barriers of lexicology and grammar Barriers of listening habits Barriers of cultural background Barriers of psychological factors 2. The strategies for improving students’ listening ability Prelistening activities Whilelistening activities Postlistening activities Conclusion： 初中生英語聽力薄弱的原因及對策 摘要： 現(xiàn)代語言教育理論高度重視“聽”在語言學(xué)習(xí)和語言使用中的作用。 he/she listens to only facts and ignores the ideas。然后以括號把引文來源寫清楚：（作者名，年份，引文所在頁碼） 論文正文部分： 題目大寫，黑體 ， 三號字，新時代羅馬字，大寫下面可寫一個附標(biāo)題， 4 號字； 作者名， 5 號字，班級，學(xué)號 摘要：用 200 詞， 5 號字 , 英文一頁 ,中文一頁 關(guān)鍵詞：不能用專有名詞，詞與詞之間空四格（或一個 Tab 鍵），不加標(biāo)點符號 正文：用 小 4 號字 , 大部分標(biāo)題用 4 號字黑體、小部分、小小部分。使用的語言： 英語。它不僅是獲 取語言信息的主要途徑，還是提高其他技能的基礎(chǔ)。因此，許多初中生認(rèn)為聽力能力的測試是所有測試中最難的部分。 英語論文分 題目、引言 、 正文、 結(jié)論、 參考文獻、作者 簡介 等 5 個 部分。直接引用要加引號，間接引文要以轉(zhuǎn)述的方式出現(xiàn)。 關(guān)鍵詞： 初中生 聽力 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