英語(yǔ)專(zhuān)業(yè)畢業(yè)論文XX學(xué)院本科生畢業(yè)論文StrategiestoAchieveEffectiveEnglishListeningforCollegeStudentsChapterOneIntroductionIt’sdifficulttogetoutofthehome,ifyoucanspeakyournativedialectonly;it’simpossibletofacetheworld,ifyoucanonlyspeakChinese.English,knownastheinternationallanguage,isthemostwidelyusedlanguageintheworld.Recentestimatessuggestthatmorethan400millionpeoplespeakitastheirfirstlanguage,withmorethan1800millionpeoplespeakingitassecondlanguage.Andthenumberisrisingdaybyday.Krashenoncesaid:"Whetherchildrenoradults,inlanguagelearning,themostimportantislisteningcomprehension,listeningcomprehensionisinanextremelyimportantpositioninforeignlanguageteaching."Itmeansthatwhenwelearnaforeignlanguage,listeningcomesfirstandwhichisalsotheshortcutofhavingagoodmasteryofaforeignlanguage.Linguistshavepointedoutthattheprocessoflisteningistofeeltheoutersignalsthroughthehearingorganandthenstoretheminthebraininashorttimeandanalyzedbyitandunderstandthemeaning.Andfinallyexpresswhatwewanttosayafterthinkingofwhatwehearted.Accordingthistheory,wecanunderstanditveryeasilythatlisteningisveryimportantinsecondlanguageacquisition.Wecansaythatlisteningisthebasisoflearningaforeignlanguage.ASacollegestudentIunderstandthatalmostallofthecollegestudentswanttoimprovetheirEnglish,andthinkthatisverygoodtospeakagoodEnglish,therefore,wemadeamistakewhichpaymuchattentiononspeakingbutnotlistening.Theythinkspeakingisthemostimportantthinginlearningaforeignlanguage,however,theyignoreatruththatwhenwewereyoungandlearnedtospeakournativelanguageChinese,wespendalmost3yearstolistentoourparentsorotherpeople,thengraduallywecanspeakChinesefreelyandfluently.Acquiringlisteningskillsisfrustrating.Thisisbecausesuccessfullisteningskillsareacquiredovertimeandwithlotsofpractice.It'sfrustratingforstudentsbecausetherearenorulesasingrammarteaching.Hereisadiscussionoftheproblemandsomesuggestionsto1XX學(xué)院本科生畢業(yè)論文improvinglisteningskills.Listeningcomprehensionisacomplexprocess.Itinvolvespronunciation,vocabulary,grammar,languageknowledgeandsoon.Soitisimportanttoknowaboutstudents’listeningbarriersandadopttherightwaystosolvetheseproblems.ChapterTwoReviewofLiterature2.1ThereviewofthepastlisteningresearchAccordingtopastresearchoflistening,researcherssumuptwocategoriesofEnglishlisteningresearch.Theyareempiricalresearchandtheoreticalresearch.(CaoPeisheng，2003)ThetwotablesgivestatisticanalysistothearticlesconcerningcollegeEnglishlisteninginthepastdecadeineightofthemajorlinguisticjournalsinChinaandshowsthestatusquoanddevelopmentofcollegeEnglishlisteningresearchinChinabyanalyzingthelinguisticandteachingbackground.(Table2.1.1,Table2.1.2)Table2.1.1ThecategoriesofEnglishlisteningresearchCategoriesCharactersEmpiricalResearchBasedonthesystematicalmaterialcollectionanddataanalysisandpromotethehypothesis;designexperimentsorcollecttheinformation;variabledisposal;datacollection;statisticalanalysissothatgettheconclusions.TheoreticalResearchAcriticaldiscussionofteachingtheoriesandtheirimplicationsforteachingguide;anddescriptthem;Accordingtoacertainproblem,wesumupourownexperiencetoshowothers.2XX學(xué)院本科生畢業(yè)論文Table2.1.2thesituationofEnglishlisteningresearchofpastdecade1995199619971998199920002001200220032004TotalYearsCategoriesEmpiricalNo.110122253219Researchpercent12.512.5016.718.22218.229.4332519TheoreticalNo.77135979126681Researchpercent87.587.513383.381.87881.870.6677581Note:No.referstonumberAccordingtothetwotables,wecaneasilyfindthatthetheoreticalresearchtakeup81%ofEnglishresearchandempiricalresearchonly19%.Throughthesituationischanging,wearestillnotpaymuchattentionontheempiricalresearch.Therefore,inthepastresearchofEnglishlistening,theyignoretheimportanceofempiricalresearch.Eventheempiricalresearchesarenotgood.Mostofthemhavetheproblems.Forexample:mostoftheirresearchesusethesimplemethods,theyonlyusetheadvancedforeignLinguistictheoriesandcan’tapplythemintoourpractice,evenjustcopythem.Wehavetoseethattherearealotofarticlesonlytheteachingconclusions,lackofaccumulatedexperience,systemsandreflectionmechanism.Infacttheyarenotthe“research”inastrictway,butan“exploration”.Weallknowthatpracticemakesperfect.Forlisteningresearch,weshouldpaymuchattentiononpracticeandwehavetofindsomeeffectivestrategiestoimprovestudents’listening.Therefore,Ianalyzethelisteningresearchproblemsfromthebarriersoflistening;theyarephoneticbarrier,grammarbarrierandmentalbarrier.Ibringforwardthestrategiestoimprovestudents’listeningability.2.2Theimportanceoflisteningresearch2.2.1Theimportanceoflisteningexistinginthelanguageofhumanbeings3XX學(xué)院本科生畢業(yè)論文Indailylife,listeningisanimportantmeansofcommunicationwhenpeoplemeeteachother;itisalsoanimportantwaytolearnEnglish.AccordingtoasurveyconductedbytheUnitedStates,whenthenormalpeopleawake,70%ofthetimefortheactivitiesofvariousformsofcommunication,ofwhich11%willbeusedinwriting,15%forreadingand32%forspeakingatleast42%ofthetimeforlistening.(Cooper,1998).InEnglishlearningaswellastheactivitiesofhumanactivities,listeningisthemostbasicformofallskills,istheabilityofunderstandingandabsorptionoforalcommunicativeinformation.Weallknowthatbeforewespeakwehavetolistenifwewantagoodeffectivecommunication.Sospeechisveryimportantinthedevelopmentofhumanbeings.2.2.2ThepositionoflisteninginthefourlanguageskillsListeningisanimportantaspectofcommunication,isthemostimportantwaytogetthefeelingsoflanguage,isthebasistoimprovespeaking,readingandwritingability,istheprerequisiteofspeakinggoodEnglish.Listeningisonthebasispositionofthefourelementswhicharelistening,speaking,readingandwriting.Listeningisakindofinput,isthemostimportantwaytolearnandabsorbaforeignlanguage.Noinput,nooutput.Therefore,listeningplayaimportantrolebothinsecondlanguageacquisitionandinthepromotionoflearningmotivationandarouseofemotionalfactors.EnglishListeningTeachingIsanimportantpartofEnglishteaching,itisdirectlyrelatedtostudentmasteryofEnglishlanguageandapplicationofit.Everythinghasitsrulesinthisworld,sodoestheEnglishlearning.WehavetofollowtherulestolearnEnglish.Englishisjustakindoflanguagewhichisusedtocommunicatewithpeople.Itcanbeusedbyeverynormalpeople.Inanotherword,languageisonlyatoolforpeopletodotheirbasicthings.Sothereisnoreasonswecan’tlearnitwell.Inthefourelementsoflearninglanguage,listening,speaking,readingandwriting,listeningcomesfirst.Thenwecanhavethepossibilitytospeak,readandwrite.But,it’snotaindividualprocess.Itmustinvolvetheotherthreeskills,especiallyspeaking.Becauseofthefourlanguageskills(listening,speaking,reading,&writing),listeningtakesthefirststep.However,communicationisatwo-wayactivity.Whenyoucanunderstandwhatissaidtoyou,becauseofsomereasons,youcan'tspeakoutwhatyoumean,andthenthecommunicationcan’tbecontinued..Sothiscommunicationwillbecomeafall..Duringthelearningofalanguage,listeningandreadingareaprocessofunderstandingandabsorption,speakingandwritingareaprocessofexpressionand4XX學(xué)院本科生畢業(yè)論文use.Understandingandabsorptionarefoundationwhileexpressionanduseareimprovement.Thatis,theformerisaprocessofinput;thelatterisaprocessofoutput.Withouttheformer,thedevelopmentofexpressionandusewillbemeaningless.Whilethelanguageinputisincreased,thefavorablepracticalactivitiesofoutputwillalsobedoneconstantlyonthebasisofunderstanding.Andthefinalaimoflanguageteachingistodevelopthestudents’abilitytocommunicate.Andoftenthelisteningismorethanthewritinginlanguageusing.AlthoughinthemodernInternetworld,E-mailalsogivepeoplemoreconvenient,whentheywriteandreadtheE-mail,theywillspendmoretimethanspeakingdirectly.What’smore,writingcan'texpressthewriter’sfeelings,quicklyanddirectly,andthereadercan'tunderstandthewriter'sfeeling.Butweshouldknowthatwearehumanbeingsandwehavetherequirementtocommunicatewitheachotherdirectly.Soourlisteningcannotbeignored.Itisstillinthebasicpositioninthefourskills.2.2.3TheimportanceoflisteningexistingintheteachingsyllabusTheaimsofteachingsyllabusstipulatesthat“EnglishteachinginmiddleschoolsaremainlytotrainstudentstohaveadefinitefoundationoflisteningandspeakingsoastoattaintheaimtocommunicatecomprehensivelywithothersinEnglish.”(TeachingsyllabusforMiddleSchool,P2)ItrequirestheteachersofEnglishtoorganizetheir45-minuteclassinEnglishtocreatealivingandlivelyEnglishenvironmentofEnglishlearning.Itincludesthelisteningclass.AlmostinalltheEnglishtests,listeningcomprehensiontakesonethirdofthetest.Andthispresentationisincreasing.ItmeansthattheImportanceoflistening.2.2.4Newtests’focusonspeakingAtpresent,theteachingsyllabusstipulates.“Examinationandtestshouldincludewrittenpart,listeningtestandoraltestaswell.”(TeachingsyllabusforMiddleSchool,P9)Andnowyoucanfindlisteningtestinourallkindsoftests.Andmanyareastakeitasanimportantparttoestimatethestudents’comprehensivelevel.What'smore,nowyouoftencanfindthattherearemanyEnglish-speakingcompetitionsonTVandmanyareasalsoholdallkindsofspeakingcompetitions.Duringthecompetitionstherearesomequestionsaskedbyexperts.Ifthecontestantsdon’thaveagoodlisteningtheycan’twinthecompetition.Atthesametime,therearemoreandmoresuperEnglishspeakerspresentinginthenon-Englishcountries.5XX學(xué)院本科生畢業(yè)論文ChapterThreeSomeBarriersintheProcessofListening3.1PhoneticbarrierThearticulatorapparatusofahumanbeingarecontainedinthreeimportantareasorcavities:thepharyngealcavity-thethroat,theoralcavity-themouth,andthenasalcavity-thenose.Theairstreamcomingfromthelungsmaybemodifiedinthesecavitiesinavarietyofways.Itmayalsobemodifiedinthelarynxbeforeitreachesanyofthecavities.(ModernLinguistics,P17)So,ifwewanttohaveagoodmasteryofEnglish,wehavetoknowhowtopronounceeveryEnglishword.Thispointismoreimportantforuscollegestudents.Usually,phoneticbarriercomesfromtheimpactofstudents’mothertongueordialects,whichisdifferentfromthenativeEnglish-speechpeople;evenwecansaythatthereisagapbetweenthem.(Johnson,1992)Itmainlyshowsonnon-purespeech,theabilitytodifferentiatethewordsisnotstrong,andoftenmakemistakeontheaccentofwords,anddon'tknowhowtopronouncetheEnglishwords.Becauseofthepoint,thelearnersshouldberequiredtoknoweverypartofpronunciationofhuman’sbodyandcanpronouncethepureEnglish.However,formoststudentsintheprocessoftheirlearning,theyaregreatlyinfluencedbytheirteachers,especiallyteachers’phonetics.Butatpresentinmanyareas,especiallyintheruralareas,schoolsareshortofspecializedEnglishteachers.Someotherteacherswhoarenotfamiliarwiththesoundlinking,plosive,stress,etc.areaskedtoteachEnglish.ThoughtheyarecompetentinteachingEnglishgrammarandlanguagepoints,itissurelydifficultforthemtospeakfluentandpureEnglish.Andalsosomeschoolscan’taffordmodernmachines,sothestudentscan'timitatethepureEnglish,Sotheirlisteningabilitycan’tbetrainedfavorably,whentheycommunicatewithothers,theyoftenfindtheirpronunciationsaredifferentfromothers’.Sotheycan'tunderstandwhatissaidtothem.Therefore,theirlisteningabilitywillbeinfluencedandtheconfidenceofcommunicationalsobe6XX學(xué)院本科生畢業(yè)論文influenced.3.2GrammarbarrierItisemphasizingthattheaimofourlanguageteachingistocommunicate;westillshouldhavesomeknowledgeofEnglishgrammar(Johnson,1992).InEnglish,thereisachangeoftense.Andtheorder,whichtheactionhappens,canbepresentedbythechangeofverbs,whichmanystudentsoftenignorethesepointswhentheycommunicatewithothers.Asaresult,someunnecessarymistakeswillhappen.Forexample,astudentwantstoexpressthismeaning“IhavebeentoBeijing.”Notknowingthedifferencebetween“havebeento”and“havegoneto”,sohesays,“IhavegonetoBeijing.”Ifheknowstheirdifference,hewillnotmakethismistake.Sowhenwecommunicatewithpeoplewemaycan’tunderstandthemiftheydon’tknowgrammarverymuch.Ithavetheinfluenceonlistening.Weallknowthatthefourskillsarecannotbeisolated.Theexistenceofthegrammarbarriermakesstudentshardtoimprovetheirlisteningskills.Becausethespeaker’spoorgrammar,thelistenertryhisbesttoconnectthemeaningofthespeaker.Thisprocessmustneedthelistenertothinkaboutit.Thenit’sreallydifficulttocatchthemeaningofthespeaker.3.3MentalbarrierPsychologiststellusthatwhenpeopleinastateoftension;itwillhaveafear,sothatwecan’tunderstandthecontentswhichareeasyforustounderstand.Somestudentslackself-confidence.Intheclassroom,especiallyinthelisteningclassroom,teachersneedstudent’sactiveparticipation.Studentslackofself-confidenceinsuchcircumstancesisoftenfeelnervous,andfearofansweringquestions.itisdifficulttoraisethestudents’levelofEnglishlistening,whentheystateinthehighpressureforalongtime.In1990,theBeijingForeignLanguagesInstituteorganizedsomeEnglishteachersasagrouptoconductalarge-scaleinvestigationofChinesestudents’abilityofEnglish.(《外語(yǔ)教學(xué)與研究》1993年第l期。)theresultshowsthat:Languageability,andlearningmotivationandotherfourfactorsinfluencetheEnglishlevelmost.Krashenbelievesthatlearnerswillhaveapsychologicalbarriertotheabsorptionoflanguage.Thisiswhatiscalled“affectivefilter”.Thiskindof“affectivefilter”isunconscious,itistheresultofanxietyorlackofself-confidence(Krashen，1985).Itissaidthatanxietyorlackofself-confidencestopsthelearners’deep7XX學(xué)院本科生畢業(yè)論文impressionforlanguage.Theprocessoflisteningcomprehensionisacomplexpsychologicalintellectualactivity.Thelistenermustbeinaveryshortperiodoftimetofinishaseriesofprocessofidentifying,understandingandstoring.Andonlyinthiswaythevoicecanbeturnintothesignificantsignals.Ifthebrain'sabilitytoreceiveinformationwasseverelydisrupted,theeffectivenessofinformationprocessingwillbegreatlyreduced.Evenbeforethelistening,theeffectivenessofinformationhasbeenreducedandatthesametimeaffectingthedegreeofthelisteninglevel.Listentothesamecontent,thestudents’psychologicallypreparationisdifferentwhentheylistentoteachersandwhentheylistentorecords.EmotionalfactorsandtheeffectivenessofthelisteningcomprehensionhavethedirectrelationswhenstudentslistentoEnglish.IftheirdesireoflisteningtoEnglishisstrong,theeffectwillbebetter.Conversely,ifstudentsarenotinterestedinlisteningactivities,theywillhavetiredofit.Scholarsathomeandabroadcontinuetoexplorethetheoryandpractice;thestudyshowsthatEnglishlearnersinthelearningefficiencyandlearninganxietynegativelycorrelated.ItmeansthatanxietyimpedestheChastain，1975;Horvitz，1986).SoanxiouslearnersoftenhavetheEnglishlearning.(unpleasantemotionalresponsesorpsychologicaldiscomfortssuchasfear,tension,worriesandsoon.AccordingtoO'malleyandChamotsurveyin1990,italsoproposedthepositiveroleof"focus"onthelisteningcomprehension.3.4OtherbarriersOfcourse,theabovementionedisnottheonlyfactorstoobstructtheimprovementoflisteningability.Andtherearesomeotherfactorstoinfluencethelisteningability.Forexample,thecommunicatingpeople,(somegoodfriendswillbegoodcommunicatingpeople),thecommunicatingtopics(someinterestingtopicswillpromotetheircommunicationwell),thecommunicatingsurroundings(ifitispossible,itwillbethebestsurroundingtobeputintheEnglish-speakingcountries)etc.Becausetherearesomanyfactorsobstructingthestudents’listeningability,somegoodwaystoimprovetheirlisteningabilityshouldbefoundduringtheprocessofEnglishteachingandtohelpthemovercometheseobstructs.ThentheirlisteningabilitywillbetrainedandimprovedfavorablyduringtheprocessofEnglishlearning.8XX學(xué)院本科生畢業(yè)論文ChapterFourStrategiesforImprovingStudents’ListeningAbility4.1Enhancementofthestudents’interestforEnglishlearningThetrainoflisteningisboring;itrequiresalong-timefocusonit.Soteachersshouldarrangethecontentproperlyandusesomeinterestingmethodtoarousestudents’interests.Asweallknow,“theaimsforEnglishteachingistotrainthestudentshowtousethelanguage,yetthiskindofabilitywillmorequicklybedevelopedonconditionthatthestudentsaregreatlyengagedintheEnglishlanguageandimmersedinanatmosphereofusingthelanguage”accordingtothis,anEnglishteacherisrequiredtomakestudentsfeellisteningisinteresting.Tosomeextent,thestudents’attentionandinterestarearousedandinthemeantime,thestudents’listeningiseffectivelypracticed.AsalearnerofEnglishintheclassroom,ifheshowsgreatinterestinEnglishlearning,ofcourse,heshouldlistentotheteachercarefully,followhisteacherstepbystep,fixallhisattentiononwhattheteacherissayingandtryhisbesttocatchon.Thenheisactivetotakepartinactivities.Ourteachersoftengivesomematerialswhicharenotveryinterestingorfarawayfromus.Theycannotthetopicswelike,soit’shardforustofocusonthemsothatourlisteningisimprovedslowly.Weshouldchoosesomenewlymaterials,forexample:BBC,VOAnews,andCCTV9andsoon.Itcannotonlyimprovestudents’interestsbutalsoletstudentsconnectwithsomenews.Makefulluseofaudio-visualaidstocreatesituations.Carryoutsomeactivities,suchas:Listeningcompetitions,EnglishCorner.Orwecanplaysomegames.Passthemessage;makemoresentencesasquicklyaspossible.4.2ASolidBaseofEnglishPhoneticsIfthereissomethingwrongwithastudent’spronunciation,then,obviously,hecan'tunderstandwhat'soninthecommunication.Andincreasinglyitwillinfluencethestudent'sconfidenceofcommunication.SoteacherofEnglishshouldhelpstudentslayasolidbaseofEnglishphonetics,whichincludesaccuratepronunciation,goodintonation,soundlinking,9XX學(xué)院本科生畢業(yè)論文plosiveandstrongandweakforms.Itisprovedthatstudentswithgoodpronunciationandintonationhaveobviousadvantagesinspeakingjustasawriter'sopinionscanbeobtainedbyreadingbetweenthelines,alistener’sintentioncanberevealedfromtheintonationandtunesheuses.Forexample,thestudentsofoneofmyclassesaren’toftenvigorouswhenIaskthemtoreadafterme,theyoftenreadslowly.ThenIreadloudly,andthenthestudentsreadlouder,too.What’smore,itisalsoprovedthatgoodpronunciationandtunesnotonlyhelphimselfdeveloptheconfidenceofEnglishlearning,butalsohelpotherssurroundinghimtrytoimprovetheirspeakingability.AstheyouthhaveastrongpresentedexpectandmostofthemhopethattheycanhavefluentandpureEnglishthenbecomethefocusandtheadmiringpeopletothepublic,whichmakethemhaveabetterconfidenceintheirlife.4.3Accumulationofthestudents'vocabularyDuringtheEnglishlistening,thecommunicationoftenisinterruptedbyaword,whichthestudentsdon'tknow.Sothevocabularyisobviouslyimportant.SoduringtheteachingEnglish,besideslettingthestudentsrememberthewordsthey'velearned.Whatmoreimportantistoteachthewaywhichhowtoremembermorewords,Afterlearningtheruleofspellingandpronunciation,thestudentsshouldbeencouragedtoreadandrememberthewordsintheirownwayandmasterthelinksbetweenthewords,andthenimprovetheeffectofrememberingwords.Theteachersalsoshouldencouragethestudentsthatwhentheydosomereading,theyshouldguessthewords'meaningaccordingtothecontext.Atthesametime,itisalsoimportanttoimprovetheabilitytolookupthewordsinthedictionary.Ifastudentisrichinhisvocabulary,thenitmustbehelpfulforhislisteningability.What’smore,alargevocabularyisquitegoodforstudentstosummarizeatext.Soafterteachingatext,studentsareoftenaskedtoretellitintheirownwords.Wecansaythatthewordsarethebuildingmaterialsoflanguage.Therewillbenobuildingsiftherearenomaterials.What’smore,therichvocabularyalsohasaninfluenceonthereading,translation,thewritingandthespeaking.WecansaythattherichvocabularyisthebasisofEnglishlisteningwell.4.4Enlargementofthestudents'backgroundknowledgeCarrelpointedout:thebackgroundknowledgeofthelistenersasamapstoredinlong-termmemory.Thelistenerreceiveanewinformationandtocompareitwiththismaptoanalyze10XX學(xué)院本科生畢業(yè)論文whethertheyareagreewitheachotherinordertocorrectlyunderstandthecontentsofwhathehasheard.(Carrel,1983)AndClarkalsopointedoutthatifyouwanttorecallthecontentfromlong-termmemory,youhavetoactivatetheinformationoflong-termmemory.(Clark,1997)Ifthelistenerswanttousetheinformationreceivedtoactivatethenewinformation,theymustpayattentiontoincreasetheamountofinformationindailyfife.Differentculturewillproducedifferentlanguagebackground.Socialandculturalbackgroundknowledgeandlisteningcomprehensionarecloselylinked.Inordertoimprovestudents’Englishlistening,it’snecessarytoovercometheculturalbarrierscausedbydifferenceofculture,consciouslytolearnaboutthecultureofBritainandtheUniteStates,eventhewholewesternculture.Ifstudentsdonotunderstandthesocialsystem,customs,folks,people'swayofthinkingandvaluesofEnglishspeakingcountries,itwillgiverisetocertaindifficultiesintheEnglishlisteningactivities.Therefore,thestudentsinordertoimprovethelevelofEnglishlisteningmusthavesufficientcross-culturalbackgroundknowledge.Languageisanimportantcarriageofculture.Therearecloselinksbetweenthem,whenyoulearnlanguage,youmustknowsomeknowledgeaboutculture,andthenyoucanunderstandandexpresssomemeaningcorrectly.SothenewsyllabuspresentsanewdemandthatknowtheworldcorrectlyandstrengthentheunderstandingtoEnglishcountries'culture.Accordingtoit,theteachershouldbothgraspthelisteningasusualandknowthecultureofEnglishcountriesreflectedintheteachingincarefullyduringtheirEnglishteaching.Whenthestudentscandoitaftertheteachers,theycangetthebasicknowledgeandcommunicatingabilitybythetrainingoflistening,speaking,readingandwriting.Forexample,inourtextbook,thesentence"Canyouhelpme?”canbeansweredwith"Yes,certainly,sure,surelyandofcourse.”Buttheseanswershavedifferentmeanings.Theanswerofyesiscomparablyimpolite,whilecertainlyismorepolite.SureorsurelyareoftenusedinAmericanEnglish.Andofcoursehasthemeaningofalittlefool.Sowhenyoucommunicatewiththeelderpeople,youmustpaymoreattentiontouseofcourse.Fromtheabove,weknowthatit'smoreimportanttousetheproperlanguageondifferentoccasion,besidesteachingthestudentsthewordsandsentences.Soit'snecessarytoknowthebackgroundknowledgeaboutcultureofEnglishcountries.Ifthestudentsknowitmore,thenobstructtheirspeakingabilityless.Anditwillpromotethelisteningthenpushthelistening11XX學(xué)院本科生