【文章內(nèi)容簡(jiǎn)介】 e blanks for the text right.The rest students could do neither of the tasks.Then I asked them two questions. One was why some students did well. The students’ responses were: First, those who had written out the new words correctly said they had revised them carefully because learning words by heart was the most important thing in their English studies.Second, those who had filled out the blanks for the text correctly said there were some useful sentence patterns in it. If they did not revise them in time, they would forget.The other question was why most students could not do the exercises. The students’ reasons were: First, some of the students said they had gone over both the words and the text but they were not able to keep them in mind for long.Second, some of them said they could not follow the tape or the teacher though they had memorized the words and the text. They thought the tape and the teacher went so fast that they often fell behind them.Third, some of the students said they preferred to read the text alone rather than listen to them and even write them down at the same time. When a dialogue was taught, the teacher used to check up students’ revision work by asking them to read in pairs or groups, not by dictation. Thus, they spent more time in reading than in listening.Since most of my students did not do the listening practice, I designed a questionnaire (See Appendix B1) to find out why it should be so. I wanted to get more detailed, more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible. At first, I asked four students who were of different levels to try out the questionnaire. Then I modified some of the items. After that, I gave the questionnaire to my students, requiring them to finish it in 10~15 minutes. All of them, sixtyseven students, returned their questionnaires which were left anonymous. When all the data came in, I made some statistical evaluation. The result showed that over 80% of the students thought regularly practicing listening to English could improve their English listening ability and that 65% of them thought listening practice was very necessary for their future. Therefore, I believed the students were clear about the importance and necessity of listening practice. But they might run up against difficulties that they could not overe —lack of enough time, lack of listening skills and lack of spare time, so they lost confidence and interest. Brainstorming When I was engaged in the problem analysis, I consulted my thesis supervisor Mr. He and often discussed this problem with my students and my colleagues. They gave me a lot of advice and help so that I pondered the problem more deeply and carefully.After a lengthy problem analysis, I determined to launch a project to overe this problem. Project objective My project objective is to enhance students’ interest in listening practice. Project hypothesis It is hypothesized that learners’ interest in listening practice is increased by better design. Possible solutions With these reasons in mind, I have correspondingly provided some possible solutions which are as follows. Provide more activities for students A. Read after tapesB. Write at the teacher’s dictation C. Perform dialogues D. Ask and answer Teach students some skills of listening A. Listen for gistB. Listen for specific informationC. Listen for detailed informationD. Listen for inferring E. Listen for notetaking3. Fullscaled Implementation of the Solutions Provide more activities for students Most students showed little interest in listening practice. One main reason was that they had experienced too much failure in this respect, which was caused by insufficient practice. In their studies, students read English more but listened to English less。 they listened to the teacher’s explanations in Chinese much more than to the tapes. Even though when listening practice was being done, the students were often asked to write down words and phrases or only to judge whether the given statements were true or not. The simple practice made the students feel easy to do such work and then paid little attention to the practice. Therefore, once the teacher required them to do a bit more difficult tasks, they seemed to be considerably worried. If they were not given necessary help at that moment, they would definitely lose heart to do listening practice. To enhance their interest, the first thing was to design more activities for the students so that their listening ability could be strengthened. Read after the tape It is very important for students to read English after the recorder quite often. Thus, they can gradually get accustomed to pronunciation and intonation of the Queen’s English. At first, with the textbooks open, the students were asked to follow the tape word by word, then sentence by sentence. Then they were allowed to repeat after the tape with books closed. At last, such drills varied from the whole class to individuals, ensuring that the weak students learned to pronounce the words correctly as well. Write at the teacher’s dictation After reading, the students should have a dictation to practice writing. For words, the teacher could offer some help, like spelling out the long ones, if necessary. For sentences, the teacher first asked them to fill in blanks in worksheets prepared for students in advance, then got them to write out plete sentences including punctuation marks. Sometimes, some students could be called to do dictation practice on the blackboard and other students to correct their mistakes. Perform dialogues The performance in class is quite an important way of developing students’ ability of using language. When a dialogue was