In the past 50 years, listeninginstruction has undergone many changes: from non-teaehingantiandio-ngu to the Period of audio-visual teaching method, people think that students will master listening through infiltration and slow integration ("they, llpickitupbyosmosis"), and the change is to listen to some chapters with listening comprehension problems at will, and the language of most chapters is written language. Finally, strate (Mendel Sohn 19 male) advocates teaching students listening strategies and how to "listen" effectively. The study of learning strategies includes different categories, among which Chamot( 1995: 15) has a great influence in the teaching field.
Its main research fields are:
Meta-EO-planning strategy, adjusting strategy and controlling learning strategy;
2) cognitive strategies (eo)-understanding strategies, such as using the original knowledge to help understand;
3)socialandeffective strategy。
-such as questioning strategy and active speech strategy. Vandena ft( 19%) also emphasized the importance of effective use of metacognitive strategies, arguing that this strategy can make learners fully understand their own learning process, make learners have foresight, monitor mistakes or mistakes, and then reflect and evaluate, and called this strategy mode "understanding monitoring" (. As a coordination framework, it controls other metacognitive strategies, such as selection, attention, reasoning and accurate calculation. Vande Laft's research shows that the higher learners' language proficiency, the stronger their ability to use metacognitive strategies. Based on this study, Vandergrift called on teachers to strengthen their awareness of strategies and strive to develop learners' use of metacognitive strategies. Strategic awareness and effective use of strategies will greatly improve the chances of successful language learning. "Strategies help to understand and master the learning process, reduce learners' confusion and anxiety, maintain their enthusiasm and motivation for learning, or improve their attitude and motivation for learning." (MacIntyre & Ampnoels1996: 383) Maeintyre and Noels particularly emphasized learners' learning motivation, attitude towards language groups and anxiety in learning, and thought that teachers should consider these factors when implementing the guidance of assessment strategies.
1. All the propositions guided by the teachability strategy of listening strategies are put forward on the premise that learners can use more or more effective strategies to acquire language skills. This hypothesis lasted for ten years in the field of learning strategy research, until an extensive and protracted experimental study conducted by Thompson and Rubin in 19% proved that strategy guidance can really promote and optimize listening comprehension. In order to make strategic guidance work, we can't ignore the following two points: l) Mendelssohn proposed that not only teachers should be fully prepared to implement strategic guidance, but also students should be fully prepared to accept it. He believes that it is necessary to carry out some activities as much as possible to make students realize the value of strategy guidance, that is, to prove the benefits of using strategies to students seems to be more convincing than simply convincing students to believe what the teacher said. 2)maeintyre and Noels discuss their so-called "social psychological model" strategy use and the test variables that affect the use of learning strategies. Their research goal is to examine the frequency and effectiveness of strategy use and students' anxiety, and to explore the relationship between these factors and Gardener's internal motivation model. One of the main findings of its research is that teachers should adjust the concept of strategy application-just showing a specific strategy is not enough. Students must truly feel that they are familiar with the application of strategies, know when to use strategies, and be sure that the application of strategies is effective. Studies show that the more successful learners are, the more acquisition strategies they use, and more women use strategies than men. Due to the differences of learners' learning styles, motivation, attitude and anxiety, some strategies may be more suitable for a certain group. It is also found that beginners mainly rely on background knowledge and rarely use other clues; Intermediate learners are good at using their language knowledge and acquisition experience to help them understand the text. Of course, this does not mean that they don't need background knowledge. They combine background knowledge and language knowledge organically, and don't rely too much on background knowledge. This raises a new educational problem-in the near future, educators should consider teaching different strategies to learners of different levels.
Second, the importance of background knowledge and its teaching effectiveness vanderghft's research results further confirm Ruhin's idea, and its enlightenment to teaching significance lies in activating background knowledge; Back-to-back knowledge), but it is not enough to activate the background knowledge by yourself. In order for students to activate background knowledge most effectively and maximally, careful planning and guidance are needed. This study confirms that it is desirable to do pre-listening activities before listening, or what we call pre-listening exercises, which can activate background knowledge and be beneficial to listening comprehension. From the perspective of educational theory, teaching learning strategies is an important aspect of teaching students how to improve their listening (chamot-1995; Mendelssohn 1995). It should not be regarded as a trend or fashion, but a sound and feasible educational concept; In addition, not all classroom listening teaching must be based on strategic guidance, nor should we pay too much attention to strategic guidance and ignore the allocation of a large number of real listening materials in the classroom.
1. strategy teaching method Mendelsohn (1995:134) defines strategy teaching method as: strategy teaching method is a teaching method derived from strategy guidance, and its teaching goal is how to teach students to "listen". To achieve this teaching goal, we should first let learners know how language works, and then let them know the strategies they use, that is, to form "meta-stratagem-910 awareness". On this premise, teachers should guide students to use other strategies, which will help students cope with listening tasks. Therefore, strategy guidance is essentially the course on which listening course is based, and each strategy unit focuses on one or a series of related strategies, including judging language background, interpersonal relationship, mood, discourse theme and discourse meaning. Mendelssohn also put forward the principles and steps of listening unit structure led by strategic guidance: l) pay attention to strategic awareness. As mentioned above, both students and teachers should be aware of the role and value of strategic guidance and learning. 2) Prepare before listening.
This link can stimulate students' background knowledge. 3) Under the background of paying attention to listening materials, listening is interactive. Barker (1995) borrowed tening). This link can make students know clearly what B~ and Yule want to hear about the "signified function" (why do you want to listen, that is, what should you pay attention to (fine fun) and "interaetivefunetion", the general idea and so on. ). Barker (1995) called it "the definition of communication, and pointed out the regional purpose of" signified function "and" co ~ interactive function ". 4) The difference between providing guidance is that the function of spoken language is one-way communication of pmvideguideactivities. Designed for conveying information and expressing ideas; The interactive function is that two activities use a certain strategy to provide a lot of practice or multi-directional communication to maintain social relations and conduct social research, and even need to give up using communication to achieve this purpose of practice.
He believes that many listening classes only focus on the one-way principle of "authenticmaterial" and only write a single language, ignoring its interactive components. Two-way listening is more intensive than single listening material. 5) Listening with real materials is more challenging, including the following practicewithrealdata. Once students have accepted three communicative competence requirements: strategy application training and fully understand its value, they need to increase listening practice of real materials of discourse competence. At this time, they should be careful not to fall into the trap-understand how the language above the sentence level can give full play to its focus on strategy. This paper combs the misunderstanding provided by www.5 1lunwen.com, that is, the ability to learn only language functions. Clear goals are implicit. Barker pointed out that the key to listening should be to pay attention to the content, sociolinguistic ability and meaning, not the language itself. 6) Use the social rules of understanding language and the ability to understand content. This link is to use what you hear to help listeners understand not only the words themselves, but more importantly, to understand them, such as taking notes while listening, grasping the main information or understanding their true meaning. By filling out forms, etc. 3) strategic capability 2. The importance of audio-visual and extra-linguistic factors-the ability to use appropriate strategies. Learners borrow visual cues in the same way as they borrow sound cues. In addition, the listener's immediate decoding and critical samples are very helpful for understanding. Therefore, in ESL thinking and complex "thinking and speaking" activities, students should be exposed to linguistics, a symbolic language that has played a considerable role in the real language environment, as much as possible in interactive listening classes. In particular, we must have a sense of cooperation, so as to ensure that communicators can understand the meaning of conversation from the perspective of paralanguage and superlanguage and create communication opportunities.
(exotic) and other symbols. Mendelsohn pointed out that Chang Ru Nye (1995: 180) advocated after a seminar on how to teach learners to "listen" that "interactive listening helps their listening ability, so helping students learn listening strategies should be a part of listening class", in which all these nonverbal symbols were used. Rubin agrees with Molly very much (1995). He believes that the use of nonverbal symbols in listening class is an English learning course with art as the goal. CA-the most effective "recognizing demiepu A oseous" should also be embodied in interactive listening to say the same thing in different places, and its substantive strategies. Different modes of interactive listening strategies, such as communicative strategies, will also be different. Thompson and Rubin played an important role in training learners to improve their interactive listening ability (19%). Through experiments, it is found that groups who use visual signals play an important role, and they often perform better in using mother tongue models than in long-term learning. Mother tongue mode has its advantages and disadvantages, so we should use both. In order to follow any interactive listening mode, it is necessary to set up a training task, which can provide a lot of practice on the research and application of interactive strategies in ESL listening teaching in the past ten years. Finally, the research should be completed, which shows that people pay more and more attention to the feedback and evaluation process of real language. This can improve the understanding of communication strategies. Unfortunately, the existing listening textbooks at home and abroad do not reflect this point enough, and it is worth discussing how teachers should make up for this shortcoming in actual teaching. IV. Academic Listening In recent years, the focus of academic listening (Acad II icListeni Goose) has shifted from traditional monologue lectures to various forms of lectures that emphasize innovation and highlight its educational connotation.
1. The characteristics of academic lecture listening Rowerdew(2994b:22- 12) summarized the characteristics of academic lecture listening as follows: l) The listener should have professional background knowledge; 2) The listener should have the ability to distinguish relevant materials from irrelevant materials; 3) The listener should have the ability to control long speeches and integrate the lecture content with the information obtained through other channels; 4) The listener should have the ability to take notes. In view of this, Young and DudleyEvans( 1994) emphasized the importance of teaching ESI/EFL learners to understand the discourse structure of lectures, which helps them to cope with the materials they want to listen to. According to the classification of Mason( 1994), lecture reports can be divided into three types: l) traditional "talk-and-e halk"; 2) Encourage the distribution of materials (send one and get one); 3) The topics proposed by the lecturer will be discussed by the group (report and discussion). Among them, the widespread use of the second and third forms has far-reaching educational significance, and even in the English listening course (EAP) with academic goals, it is of great significance to strengthen interactive listening training. 2. Listening ability and TOEFL score. Two studies by linguists have found an interesting phenomenon that more and more TOEFL candidates in China have to pay attention to. Teachers who are engaged in intensive counseling and foreign language teaching in the TO-L exam also pose new challenges, which should be considered. Does this phenomenon also play a guiding role in deepening the reform of education and teaching in the future? The findings of the first study are Dunekel and Davis' (1994) research on English learners who are not native speakers of English. It is found that these people have TOEFL scores above 550 and have been admitted to English-speaking universities, but they are better than English in receiving information. 58? Native speakers are still at a disadvantage (1994:65), so universities are called upon to provide necessary help and support for these non-native English learners in academic listening. The second study is Mei Sen (1994), and his findings are even more worrying. In the lecture, students are asked to participate in oral communication. It was found that even if the TOEFL score was above 600, no one could accurately grasp the content of the information he heard.
In fact, these students do have enough basic knowledge of language to acquire the necessary language level. Even mcknight (1997) found that those students who were admitted to Australian universities, although able to pass the examinations in various subjects, were deeply unable to attend academic lectures. He warned that academic success does not mean passing the academic lecture ability. Mason's discovery not only confirmed the research of Dunekel and navis, but also explained the necessity of strengthening interactive listening training because of the interactivity of academic lectures. As a visiting scholar in Canada, I have a deep understanding of this point, and I am often embarrassed that I cannot accept and digest the essence of academic reports like a native speaker. But when I communicated with China students in Canada, I found that they also lacked this ability, and they went through a long running-in period on their way to school, and gradually improved their ability to listen to academic reports. This just shows the weakness of English teaching in China. We should strengthen and highlight the interaction of listening in listening training, and even learn from some foreign practices to give students as much guidance and help as possible in academic listening. 3. The modes of foreign listening assistance to non-native speakers are mainly manifested in two aspects: helping students to help themselves and instructing lecturers on how to make academic reports when the audience is a large number of foreign students. Many universities in North America also offer courses on how to listen to academic reports. Other practices that can be used for reference include: l) ensuring that lecturers use academic English with normal speech speed and clear standards; 2) Require standardized lectures, be able to use blackboard writing, list outlines or distribute materials; 3) Train the instructor to use intuitive discourse recognition symbols to highlight the teaching content.
General structure; 4) Training lecturers to use repetition in lecture style; 5) Ensure that students have enough background knowledge to deal with the materials to be processed; 6) Ask the speaker to leave room for questions, or insert them, or at the end of the report, but don't ask questions at any time, which will easily confuse the poor audience; 7) Instructors should be sensitive to the social and cultural problems that international students may face; 8) Instructors are encouraged to use visual AIDS to provide some language information. You can also use "instructor partners" to enjoy notes, summarize lecture information and discuss the significance of lectures.
Investigation and Discussion on verb (abbreviation of verb) Listening Textbooks If listening teaching is not combined with a large number of classroom teaching materials, it will be biased to discuss to what extent the idea of theoretical research can be reflected in classroom teaching, but only to elaborate from the theoretical aspect. Linguists have carefully studied a large number of foreign listening textbooks, and the result is that joy outweighs worry. 1. On the positive side, although the application of the teaching objectives and exercises provided in the textbooks in the actual classroom teaching is not satisfactory, the overall advantage is that the authors of these textbooks obviously have a better understanding of the recent situation of listening teaching: l) The textbooks reflect the trend of comprehensive skills, and some of them can be called models of the organic combination of listening, pronunciation, reading and writing; 2) The preface of the textbook is exquisite, and some of them are equipped with teachers' manuals, which shows that the author has a better understanding of the present situation of listening teaching; 3) Most authors admit that listening is a kind of active skin, which can only be embodied in specific activities; 4) All these textbooks, regardless of the form, mention the importance of activating background knowledge and preparing original vocabulary before listening. Some also provide strategic guidance and training, and even let students' self-evaluation process run through the whole textbook; 5) Listen to different training methods with different contents and materials in the textbook; 6) Most textbooks put forward the importance of letting students know the listening materials they want to listen to, and some even highlight the content with standard boxes to remind students what to listen to; 7) Most of the materials that students want to hear are real materials. 2. The shortcoming of the textbook is that 1) there is a big gap between theory and practice, and the ideas advocated in the preface have not been implemented in actual teaching. The teaching material still has not got rid of the framework model of traditional teaching materials in terms of methods, contents and organizational structure. Although the teacher's manual in the preface also specifically discusses the importance of doing a good job in listening teaching and strategic guidance, most textbooks do not really teach how to develop students' listening potential, nor do they provide enough strategic guidance. 2) Some textbooks are actually listening tests, and there is no guidance for students to improve their listening ability as listeners. 3) Not paying enough attention to the construction of education and teaching theory and its gradual reform; 4) The content of teaching materials is organized according to topics, rather than constructing the framework layout of teaching materials around strategies.
This makes the content of strategic guidance appear loose, messy and random. 5) Almost all textbooks ignore the understanding of the essential features of listening language, such as sound discrimination and fast reading. 6) Although people who can provide different oral listening materials in different ways are affirmed, the input of materials is still a fundamental problem. Students are usually not taught how to listen to different types of articles in various teaching materials, but only put various styles of articles in front of students. Most of the previous listening textbooks in China are outdated, lack of diversity, insufficient investment in textbook compilation and long use cycle. Our textbooks should not only provide the best corpus and practical activities for cultivating students' comprehensive language use ability, but also broaden students' horizons and improve their learning. This paper is compiled by www.5 1lunwen.com, which aims to provide students with cultural literacy and be "teachable". Under the current language learning environment in China, English is still learned as a foreign language, which can only be learned but not acquired. Therefore, the arrangement of college English textbooks cannot be equated with the arrangement of Chinese, nor can it be too standardized, too standard, too old-fashioned and too literary. The main purpose of college students learning English is not to "learn" but to "use". We should not only obtain information, but also exchange information. With the acceleration of globalization, this information should be mainly "new". Therefore, listening textbooks should try to reflect the rapidly changing times. The national college foreign language textbooks should be diversified and multi-layered, and the use cycle of each set of textbooks should be shortened and opened; We should make full use of network resources, multimedia and other modern educational technologies; Teaching methods and educational ideas should be fully considered in the compilation of teaching materials. From this point of view, we not only need to strengthen strategic guidance and listening training in teaching, but also need to pay attention to the close combination of theoretical research and practice. At the same time, we should also see that these goals can be achieved, and future textbooks will certainly play a positive role in promoting the cultivation of students' listening comprehension ability, especially College English (new edition) published by Shanghai Foreign Language Education Press at the beginning of the new century. We should boldly learn from and absorb the latest achievements in foreign language teaching theory research, teaching practice and textbook compilation at home and abroad, inherit and carry forward the characteristics of the series of college English textbooks, and make innovations in many aspects according to the national conditions of China. The design of textbooks is conducive to students' autonomous learning. Formally, the units are organized by themes, and language learning runs through the process of understanding, thinking and discussing various problems in contemporary real life, focusing on language learning and students' language communication ability; In the exercise design, "lesson plans" and interactive methods are also adopted to organize students to participate in classroom activities and strengthen the cultivation of students' communicative competence, which shows us the broad prospects for the development and compilation of teaching materials in China.
Conclusion of intransitive verbs
In the past 50 years, our listening teaching has made great progress. Although there are still many shortcomings in textbooks, especially how to better reflect the new achievements of modern foreign language teaching theory research and teaching practice at home and abroad and give full play to the guiding role of theoretical research in practical teaching, it just shows that any advanced educational theory needs a long running-in period before it can finally be integrated into the actual classroom textbooks. The reform of education, teaching mode and teaching materials will not happen overnight. It should be said that the road is long and Xiu Yuan is Xi.