Paper Keywords: College English Listening Teaching Analysis

Judging from the current situation, there are still some problems that need to be solved urgently in college English listening teaching. We must solve these problems in order to really improve the teaching quality and promote students' comprehensive English application ability.

Some linguists have said that understanding a language is a prerequisite for learning a language. As a tool of language communication, it is very important to know English. Therefore, it is very important to strengthen students' English listening teaching. In 2007, the College English Curriculum Requirements promulgated by the Ministry of Education further clarified the goal of college English teaching, that is, to cultivate students' comprehensive English application ability, especially to strengthen the cultivation of students' listening and speaking ability, so that they can communicate effectively in English. However, as far as the current situation of college English teaching is concerned, there are still some problems. We must fully analyze these problems and put forward effective strategies to improve the effectiveness of college English listening teaching.

1 Problems in College Listening Teaching

Judging from the current situation of English listening teaching in colleges and universities, there are mainly the following problems:

1. 1 Students' own foundation is poor.

From the characteristics of English and Chinese, there are great differences in pronunciation, intonation, vocabulary and sentence structure. Students' basic knowledge of phonetics is an important basis for improving listening comprehension. If students' basic knowledge of phonetics is not solid enough, it will be difficult to effectively improve their English listening level. The common problems are as follows: First, he hasn't mastered the nuances of morphemes and the changes of pronunciation. For example, continuity, ellipsis, assimilation, and poor stress control. Second, students' vocabulary is not up to standard, which affects their listening ability. In English learning, only when students master enough vocabulary can they understand other people's sentences well, otherwise it will affect the listening quality and cause certain listening difficulties. According to the requirements of college English syllabus, the English vocabulary of non-English majors in colleges and universities should reach 5500. Judging from the current teaching situation, quite a few students can't meet this standard. Students often encounter some unfamiliar words during listening. If students stop to think when they encounter these unfamiliar words, it will affect their understanding of the meaning expressed by this pronunciation. Thirdly, students' grammar knowledge is not enough, which also affects the improvement of students' listening comprehension. In English, grammar is a systematic summary of English language rules. We learn grammar in order to master a series of similar grammatical phenomena in English. However, grammar is often boring, and some grammar knowledge is complicated, so some students don't have a good grasp in the process of listening and can't accurately judge the structure of sentences, so it is difficult to understand what they are listening to.

1.2 Students don't know enough about British and American cultural background knowledge.

British and American cultural background knowledge is the carrier of English. Mastering enough knowledge of British and American cultural background is very helpful to improve students' English listening. If students lack this knowledge, they will not be able to understand listening content in different ways of thinking between China and the West, let alone accurately understand some content in a specific cultural background. In this case, it is difficult for students to improve their listening level. In teaching, we often encounter some difficult paragraphs, and students can understand their meaning literally. However, students' understanding is superficial and superficial, and they can't really understand the actual meaning expressed in the paragraph and the real intention expressed by the speaker.

Jane: Is Mark a good cook?

Kate: He is English.

This kind of dialogue is not difficult to understand on the surface, but many students feel confused after listening to it and think Kate is irrelevant. In fact, English people are usually "bad cooks", so Kate answered John's question. What Kate said was: Mark is a terrible cook. Therefore, college students should know more about western customs, social systems and folk customs in Britain and America, and be familiar with their way of thinking and values.

1.3 Lack of cultivation of students' psychological quality in the teaching process.

Many teachers pay too much attention to imparting language knowledge to students in listening, but they don't really understand the process of listening. In fact, students not only need to have certain language knowledge, but also need to have certain psychological quality. They need to effectively analyze and process the received information in a short time. If something goes wrong in this link, they will feel anxious and very nervous. If teachers can't help students overcome this psychological obstacle in time, students will have fear of listening teaching, which will seriously affect listening teaching. In the investigation, we found that even if the two students have the same listening level, the students with poor psychological quality often can't achieve the ideal grades, and there will be a big gap between the two students' grades. Therefore, we should pay attention to cultivating students' language knowledge, cultivate their interest in learning, and let them overcome psychological barriers through effective guidance.

2 strategies to improve English listening teaching

According to the above analysis of the main problems in English listening teaching in colleges and universities, combined with our investigation, we should take the following measures in teaching, effectively strengthen English listening teaching in colleges and universities, and promote the rapid improvement of students' English listening level:

2. 1 Strengthen the teaching of basic English knowledge in the teaching process.

Solid language knowledge is the basis and premise of listening comprehension, including the mastery of English pronunciation, grammar and basic vocabulary, and students should master a certain amount of daily communication terms. The main measures are as follows: first, in teaching, let students strengthen their pronunciation training by identifying phonemes, help students analyze and identify the subtle differences of 48 factors in the international phonetic alphabet, master the changes of pronunciation skillfully, such as continuous reading, missing sound, omitting sound and rereading, so as to familiarize students with some intonation rules. The second is to guide students to strengthen grammar learning and consolidate grammar knowledge. In fact, I have mastered a lot of grammar knowledge in middle school, but some students still can't master it well. In the process of college English teaching, grammar knowledge should be taught and trained according to the actual situation of students. Third, students are strictly required to accumulate vocabulary and master a certain vocabulary. In college English teaching, the requirements for students' vocabulary should not be limited to the standards required by CET-4 and CET-6, but also through reading and listening teaching, students should be guided to accumulate a certain amount of commonly used vocabulary, so that they can master some basic word-formation rules and encourage them to expand their vocabulary.

2.2 Pay attention to cultivating students' listening skills.

Many students like word-for-word translation when listening, which requires us to help students master certain listening skills, so that they can better improve their listening level. First, guide students to find out the key words and sentences of what they have heard, or take notes, and be good at screening the main information. The second is to change students' passive state and let them actively predict the content of listening. Students browse the given topic before listening to the material and predict the content of listening according to the topic. For example, if the choice of a question is: A. In the park B. In the hospital C. In the school D. In the supermarket, we can predict that this is the topic of judging the scene and focus on the vocabulary of the scene when listening. In addition, teachers should encourage students to strengthen extracurricular listening training, and students can conduct extensive listening training through radio and the Internet. In this way, students can broaden their horizons and better understand the background knowledge of British and American culture while training their listening, so as to improve their listening level more effectively.

2.3 Cultivate students' psychological quality and overcome psychological barriers.

Let the students understand that the improvement of listening is a hard and gradual process, and we should not rush to achieve success. Through scientific guidance, let students build up their self-confidence, and let them realize that it is normal to encounter some unfamiliar words in the listening process, and there is no need to be nervous and anxious, let alone waste too much time in this respect. At the same time, in listening training for students, we should choose listening materials reasonably according to the students' reality and pay attention to the principle of step by step. In addition, some songs, animated short films and humorous jokes can be interspersed in the teaching process to adjust the classroom atmosphere, so that students can relax, overcome psychological obstacles and improve their enthusiasm and initiative in learning.

References:

Gong Jian. The present situation and analysis of college English listening teaching [J]. Journal of Luohe Vocational and Technical College, 20 10.06.

[2] Li ke Teaching Strategies of College English Listening [J]. Journal of Hubei Radio and TV University, 20 10.09.

[3] Mao Rui. On the Classroom Teaching of College English Listening [J]. Journal of Reading and Writing, 2009+00.

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