如何提高学生的听力
How to Improve Students’ Listening skill
Abstract: The purpose of middle school student’s foreign language study is to train the ability of listening. Speaking, reading and writing, and in these several language skills, listening is often neglected in language teaching, moreover, listening can be more difficult than others, the foreign teacher should pay more attention to how to improve student’s listening skills. This article starts with talking about the listening process; then analysis the cause of the problems that restrict the student’s listening, e.g. being weak in sound and vocabulary influence the listening ability; the sentence structure and content keeps from listening etc. Finally discuss on how to improve their listening skill. Nowadays, many students feel it difficult to improve their listening and don’t know to cope with these problem, ways are suggested in this article.
Key words: listening comprehension, problems, listening skills
摘  要：中学生外语学习的主要目的是培养听、说、读、写能力，而这几种语言技能中，听力常常被忽略，且听力较其它三种技能更难。在教学过程中，外语老师更应注重怎样有效地提高学生的听力技能。本文首先谈到的是听力过程，然后分析了制约学生听力理解的普遍问题，如语音、词汇差异影响了英语听力的理解和提高，句子结构及内容的难度阻碍英语听力的理解等等，现在许多学生觉得听力是最难的，但不知如何解决这些听力问题，所以外语老师更应在教学过程中有效地提高他们的听力技能，本文对此做出一些阐述。
关键词：听力理解；问题；听力技能
Contents
Contents………………………………………………………………… i
Abstract………………………………………………………………… ii
Introduction…………………………………………………………………1
1. Listening Processes………………………………………………………2
2.Problems in Listening……………………………………………4
2.1 General problems…………………………………………………4
2.1.1 Problems caused by learning habits……………………………4
2.2 Specific problems…………………………………………………5
2.2.1 Sound…………………………………………………………5
2.2.2 Vocabulary……………………………………………………7
2.2.3 Sentence structure ………………………………………………8
2.2.4 The main idea or inferring………………………………………9
2.2.5 Contexts…………………………………………………………10
2.2.6 Lacking concentrate……………………………………………12
3.Methods of Solution……………………………………………12
3.1 Selecting suitable texts for listening…………………………………13
3.2 Design listening activities for the classroom…………………………14
3.2.1 Pre-listening stage……………………………………………15
3.2.2 While-listening stage………………………………………16
3.2.3 Post-activities………………………………………………16
3.3 Building student’s confidence……………………………………18
Conclusion…………………………………………………………………18
Bibliography………………………………………………………………20
Acknowledgement…………………………………………………………21

Introduction
    With the improvement of the economic situation in China, English is playing greater importance for English learners. So more and more foreign language teachers have been be concerned with developing students’ listening ability. Now Chinese students who have studied English may be able to read and write the language successfully, but they do not always know how to improve their listening well. Nowadays, they fully understand that the successful communication with others in English based on being able to listen and understand, especially some students who want go abroad. If they do not learn to listen effectively, they will be unable to take part in oral communication. Therefore, to improve students’ listening ability ，teacher should  find ways to improve their listening’ skills in teaching course. At the same time, many English learners pay more and more attention to how to improve their listening ability so that they can read English effectively and talk with foreigners fluently. In the view of the fact. I would like to express my opinion about the listening. First, the article will be made first to discuss the listening process and then analysis students listening obstacles caused by various problems in middle school, the effective solution to deal with these problems that students have with listening process in
teaching course. This article will help student to develop effective listening skills in the middle school.
1. Listening Processes
    Among the four skills (listening, speaking, reading and writing), many foreign language learners often complain that listening is the most difficult to acquire. Therefore, we need first to understand what happens when we listen, and have a better of understanding process. Mary under wood (1989) points out that the listening process consists of three stages. [1]
    At the first stage, the sounds go into a sensory store, often called the “echoic” memory, and are organized into meaningful units, according to the knowledge of the language the listener already has.
    At the second stage, words or grasp of words are checked and compared with information already held in the long term memory and the meaning is extracted from them.
    At the third stage, after the listener has constructed a meaning from the utterance which may on may not be the meaning that was intended by the speaker, he or she might transfer the information to the long term memory for the later use. It is obvious that generally a listener who wants to do in the processing activities, and construct a meaningful message in their mind by relating what we hear and have enough previous knowledge of what is being said, then regained the information and stored it rely on the long term memory, in the processing listening. It seems that the listening is not at all passive. The problem is that each of the three stages happens within very short seconds. The sound disappears very quickly and do not have enough time to receive the related information so it is difficult to make sense of what is said, and students will fail to figure out the meaning from what they have heard.
    However, the above stages are not enough on their own to explain the process of listening comprehension. In addition, it contains other process which is different from the reading process, “listeners are not simply passive processor who undertake automatic signal recognition exercises as acoustic signals are fed into them and so construct a mea
ning”. “As soon as someone, begin to speak, the co-operative human listener is actively trying to work out what he is saying, what he is likely to say next and what he is likely to mean by what he says. The active listener will use all relevant background knowledge-knowledge of the physical context of the utterance(the immediate surroundings, the place, the time of day, etc…), knowledge of the speaker (gender, age, know opinions, knowledge of the topic and what the speaker is likely to know about it or fed about it), and so on. Armed with all this activated knowledge the listener monitors the incoming acoustic signal, which will simultaneously shape and confirm his expectation.[2] It seems that the term ‘top-down’ and ‘down-upexited’ have used to describe the different aspect of listening. In the bottom up part of the listening process, we use our knowledge of language and our ability to process acoustic sing, while ‘Top-down’ comprehension involve knowledge that a listener brings to a text. The foreign language learner want to succeed in listening comprehension, they should understand very well the process. If the English learners have a better understand the processes behind these listening situations, they will develop good listening habits and a high level of proficiency in English.

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