【導讀】如有剽竊、抄襲、造假等違反學術道德、學術規(guī)范和侵權的行為，這個比例證明了聽是語言交流中一個十分重要的環(huán)節(jié)。聽力是人們在學習和掌握一門語言的過程中必須練習的技能。英語教學中的聽力教學應被視為一個關鍵環(huán)節(jié)?？v觀目前初中聽力教學現(xiàn)狀，聽力教學較之以前已有了很大的改觀。但是，初中聽力教學中仍然存在一些亟待解決的問題。聽力策略的訓練；有的教師很少使用具有“真實語言”特點的聽力材料；教學氣氛單調(diào)，致使學生對聽力課產(chǎn)生厭倦。缺乏足夠的重視。本文將會運用相關的聽力理論，如克拉申教授的“語。在此基礎上找到了解決問題的途徑，即教師要在課堂上多。動，把課內(nèi)與課外相結(jié)合，注重改善學生的聽力課外環(huán)境。提高不是一個簡單的過程。激發(fā)學生學習的積極性和主動性，最終促使學生聽力水平的提高。

　　

【正文】 bility to deduce. Knowing how to deduce logically is a skill listener must master. Students can be instructed to solve the query or supplement information that they fail to listen by using followup information. The teacher trains students to make analysis and revision of the information predicting before listening. Selective listening To memorize while listening and strengthen the memory, students must master the scientific method according to the time difference. Memory can be divided into two kinds: temporary memory and eternal memory(Jiang Bingqing＆ Xie Xingxiang,20xx:59). Temporary memory is what people remembered in a minute. The temporary memory plays a very important role in the listening training. Teachers should ask students to listen to a passage and note down specific information from it. Students may ignore some parts of it and concentrate on others. It reproduces a mon reallife situation. The teachers may start by asking students to extract only one or two given items of information. They may listen for two or three minutes in order to pick out an item lasting two seconds. They know in advance exactly what they are listening for, in the sense that they have a certain key word or phrase to look out for, so that when they hear it they know it will be acpanied by the information they want. Supposing the teachers give the student the result of some of the track events— something like the following: Hello again, here are the results of some of the track events. First of all, the boys? relay race result： Firstclass 3, Secondclass 1, Thirdclass 2. Now the results of the girls? relay race： Firstclass 2, Secondclass 1, Thirdclass 3. Now the result of the boys?800meter race： Firstclass 4, Secondclass 5, Thirdclass 2. Now the results of the girls?400meter race： Firstclass 3, Secondclass 4, Thirdclass1. Congratulations to all of you who took part in these track events. (. H. Grant, ) Before listening the students are issued a task question such as ?Did class 4 win the first of the boys? 800meter race？ Which class was the last of the girls? 400meter race? Conversations and monologue can also be used. Students being asked simply to note only one or two of the items of information given. In order to make the activity more various, different students can be asked to look out for different things. They do not need to write down their answers。 a mental note should be sufficient. Teachers should give the feedback immediately. The training of affective strategies Affective strategies involve interacting with another person to assist learning or using affective control to assist a learning task(O39。Malley＆Chamot,1990:139).The concrete strategies include： cooperation, questioning for clarification, selfreinforcement and selftalk (O?Malley ＆ Chamot, 1990:139). In Krashen?s affective filter hypothesis, he posited the existence of an internal barrier that interfered with second language when learners were anxious or bored. Over the past three decades, research in second language acquisition has confirmed hypotheses that language learning is indeed enhanced by attention to affect. According to the meaning and feature of affective strategy, the teacher may adopt strategies followed in listening teaching. Collaborative learning strategy Collaborative learning involve working together with peers to solve a problem, poor information, check a learning task, model a language activity or get feedback on oral or written performance. Liu Weiling(20xx)states that Collaborative learning has five basic elements：⑴ mutual dependence⑵personal responsibility⑶ group discussion ⑷ the training of social skills⑸ the control of group course. Considering the elaboration above, the teacher should apply various form of classroom management, especially the group discussion before and after listening. To hold regular class discussion based on learning strategies and study methods is good means to improve listening ability. The students may speak in the group and then the teacher can invite the strong students to talk to the class. Selftalk and selfreinforcement strategies Selftalk involve reducing anxiety by using material, techniques that make one feel petent to do the learning task(O?Malley ＆Chamot,1990:139).Selfreinforcement involves providing personal motivation by arranging rewards for one when a language learning activity has been successfully pleted(O?Malley ＆ Chamot,1990:139). The traditional teaching methods make students feel tired of listening practice. Some even have fearful psychology. In order to dispel the harmful psychology, the teacher should pay more attention to the design of task .The task should be successoriented. It not only improves motivation but also ensures the effectiveness of the listening practice given. The best practice is obtained by having learners do the activity more or less successfully, not by having them fail. The language and the task type should be given to appropriate grades. In addition, at intervals the teacher may broadcast music（ folk ,pop, musicals） to alleviate students? anxiety and increase their motivation. . To design various exercisepatterns As the paper has mentioned above, there are contradiction between classroom listening and reallife listening. Meantime, junior high school students treat the classroom listening as a bore instead of enjoyment and recreation. In order to provide students with training in listening prehension that will prepare them for effective functioning outside the classroom, activities should give learners practice in coping with at least some of the features of reallife situations. Informal teachertalk