Acknowledgement
This paper was completed in May, 2010 .For its being, I owe a great deal
of thanks to many people.
Firstly, I would like to delicate my most sincere gratitude to Liu Aihua
My supervisor whose careful and insightful guidance in the frame shaping and paper writing, and whose words of encouragement in time of difficult have been of great worth. Therefore, I owe a merit in this thesis to her and of course, for the mistake, I bear the whole responsibility.
Secondly, I would express my heartfelt thanks to my head teacher, Duan Lifang, Professor Wang jing, gong shan, Chen liyun, Deng Shumei, Li Lifang, whose enlightened my mind, enrich my knowledge and enhanced my competence. Without their instruction, I couldn’t have achieved today’s progress. I must offer specific thanks to Liu Aihua, Gong Shan who have given me patience whenever I turn to them.
Thirdly, I thank Professor Zhang Jingbo. Dean of English Department of my college, for recommending this paper and offering her advice on my dissertation.
Fourthly, I thank my classmates for offering their advice. Lastly, I thank my family members who have me their constant encouragement and support in my academic terms.
Without all of these people, I could not have completed thesis.
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摘 要
英语既是初中的一门重要学科，又是重要的交际工具，学好英语不仅是
为了取得高分，更是为了实现它的交际功能。而听懂英语是学好英语的第一步。传统听力教学存在着一定的弊端，以往听力的听前活动往往被教师所忽略，这是导致听力课堂如有一潭死水的重要原因。本文通过探讨听力过程的实质，肯定听前活动的重要意义，并通过听前活动对提高中学生听力的作用研究，为如何开展听前活动提供建议，从而提高听力教学的效率和 学生的听力能力。
关键词：英语教学 听力理解 听前活动 效果
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Abstract
English is not only an important subject but also an applied communicate instrument in junior high school. Learning English well not only for having a high mark but also getting the ability of communication. And the first step to learn English well is listening. It is no doubt the traditional listening teaching method exist some defects. The most important reason why the students felt the English listening as a pool of stagnant is that the teachers always neglect the pre-listening activities.
This thesis investigated the substance of the listening process, the finding of the study is that preparatory activities can provide learners with the information they need and thus improve their listening comprehension specifically. Through the study of using pre-listening activities for improving the listening ability of Middle School students, the thesis puts forward implications for how to launch the pre-activities at middle school students effectively and improving students' listening ability.
Key words: EFL listening comprehension pre-listening activity effects
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CONTENT
Acknowledgement…………………………………………………………….……i Abstract of English……………………………………………………………..….ii Abstract of Chinese……………………………………………… ……………….iii 1. Introduction………………………………………………………………………..1 1.1What are the pre-listening activities …………………………………………...1 1.2 The aims of this study..........................................................................................1 1.3 The significance of the study………………………………… ………………..1 2. The background information of pre-listening activities………………………2 2.1 What teachers do in pre-listening……………………………………………..2 2.2 Gareth Rees' research result……………………………..............................2 (1) Setting the context...............................................................................................3 (2) Predicting content................................................................................................3. (3) Pre-learning vocabulary......................................................................................3. 2.3 How to launch the pre-listening activities effectively…………………………3 (1)Prior knowledge………………………………………………………………….4 (2)Purpose………………………………………………………………………….. 4 (3) Procedure…………………………………………………….............................4. (4)Pair works…………………………………………………….............................4. (5) Demonstration…………………………………………………………………..4 3. Research Design…………………………………………………………………..5 3.1 The subjects of survey………………………………………………………….5 3.2 The instruments of the research……………………………………………….5 3.3 Research methods…………………………………………................................5 3.4 Research questions……………………………………………………………...5 3.5 Research process………………………………………………………………..6 4 Research results and the discussion…………………………………………….8 4.1 Research the results………………………………………………………….8
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4.2 The discussion about the reasons of rural middle school students felt listening difficult ………………………………………………………………………………..9 4.2.1The students' mentality-obstacle...................................................................9 4.4.2Less vocabularies influence the listening effects..........................................9 4.4.3 Teachers’ teaching listening lack for pre-listening activities...................9. 4.3 The pre-listening activities of improving the students' listening ability.............................................................................................................10 5 .Conclusion……………………………………………………………………….11 References………………………………………………………………………….12 Appendix…………………………………………………………………………….13
An Investigation and Research of Using Pre-listening Activities for Improving the listening ability of Rural Middle
School Students
1. Introduction
With the improvement of globalization and international co operations, more and more learners attach importance to the improvement of their listening proficiency because \
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