AnalysisofHighSchoolEnglishListeningComprehensionDisorder高中英語聽力理解障礙分析IntroductionMostEnglishteachersandstudentswhoaretryingtolearnEnglisharelearningEnglishwithgoodwishes,butmanystudentshavenotbeenabletodoitallthetime.Thedreamisverygood,therealityisgenerallycruel,thesestudentsimaginebeautifulbutTheresultswerenotsatisfactory,andeventuallytheEnglishwasabandonedtocausepartiality.PartofthereasonfornotbeingabletolearnEnglishsuccessfullyisthatitisdifficulttoraisetheleveloflisteningcomprehensiontotherequiredlevel.Thisisaproblemthatscholarsandstudentshavebeenworriedaboutformanyyears,anditisalsoanimportanttopicforresearcherstoexplore.Accordingto(ChinaEducationNews)reportedonMay4,1999,thereisalong-standingproblemof"time-consumingandinefficient","dumbEnglish"and"scorpionEnglish"inChineseEnglish."XunziEnglish"indicatesthatpeopledonotpayattentiontolisteningteachinginEnglishteaching.WiththeuseofnewEnglishtextbooks,especiallyinthecollegeentranceexamination,listeningteachingisgettingmoreandmoreattentionfromteachers.Butatpresent,middleschoolEnglishlisteningteachingisstillintheexplorationstage.HowtoimprovethelevelofEnglishlisteningteachinginareasonable,effectiveandtimelymannerandachievesatisfactoryteachingresultsisthegoalpursuedbymostEnglishteachers.(ChouMH:2015,P191)Inthisrespect,thebenevolentseestheteachingresearchofthewiseandthewise,andtheteachingsummaryandtheoreticalexplorationshowagratifyingscene.ButthesesatisfyingfindingsarebasedonEnglishlearningacrossthecountry.TheauthorreferstoalargenumberoflisteningteachingresearchmaterialsandfoundthatthehearingproblemsofmiddleschoolstudentsinShijiazhuangarefew.ForEnglishteachingresearch,thisisundoubtedlyaveryregrettablething.AsthefirstteacherofmiddleschoolEnglishteaching,theyareduty-boundtoshouldertheresponsibilityofcultivatingEnglishtalentsforthecountry.Therefore,itisnecessarytostudytheanalysisofEnglishlisteningcomprehensionobstaclesofhighschoolstudents.OverviewofEnglishListeningComprehensionofHighSchoolStudents2.1TheconceptoflisteningcomprehensionListeningistheabilitytounderstandthemeaningofspeech.Listeningcomprehensionisapositiveprocessofpsychologicalactivity.Itistheresultofcombiningmultiplelanguageabilities,backgroundknowledgeandthinkingskills,andistheabilitytomasterlinguisticsemantics.Thelistenermustperformcomplexprocessingonthespeechsignalthatisheard,andthewholeprocessisaveryactiveandveryactivedynamicprocess.Inthisprocess,thebackgroundknowledgeandlinguisticknowledgeoftheaudiencecollideandinteractwitheachother,andtheauditorymaterialsarecontinuouslyabsorbed,eventuallyforminganunderstanding.Thelisteningcomprehensionprocessincludesspeechperception,vocabularyrecognitionandgrammaranalysis,aswellasthemainaspectsofcontextualderivation.2.2Characteristicsoflisteningcomprehension1.Enthusiasm.Intheprocessoflisteningcomprehension,thelistenerpassivelyorpassivelyreceivesinformationwithoutusingauditory,butmobilizestheknowledgeinthebrainforpositivecognitivereasoningtounderstandtheinformationandintentionsconveyedbythespeaker.Therefore,listeningcomprehensionistheprocessinwhichthelisteneractivelyparticipatesinlanguagecommunication.2.Creativity.Languagematerialhasnomeaning,anddifferentlistenersmayhavedifferentunderstandingsofthesamewordorsentence.Intheprocessoflanguagecommunication,thespeakercannotanddoesnotneedtoexpressanylanguagedetailsthatexpresseconomics.Therefore,intheprocessoflisteningcomprehension,thelistenerneedstocreativelyconstructmeaningbasedonthecluesprovidedbythelinguisticmaterialsaswellashisownsocialexperienceandbackgroundknowledge.3.Interaction.Asanimportantaspectoflanguagecommunication,listeningcomprehensioninvolvesboththespeakerandthelistener.Inasense,listeningcomprehensionistheprocessofnegotiatingmeaningintheinteractionbetweenthetwoparties.Especiallyinface-to-facelanguagecommunication,thespeakercanjudgethelistener'sunderstandingofhismeaningthroughthefacialexpressionandbodylanguageofthelistener,andadjusthisownlanguage.（CainK:2014,P110）Similarly,thelistenercanuselinguisticornon-verbalmeanstoexpresswhetherheunderstandsthemeaningofthespeaker,ordirectlyandpassivelyacceptthespeaker'sinformation,butbasedonthecontenthehearsandthebackgroundknowledgeofthebrain'smemory,activelypredicting,understandthemeaning,processandprocesstheinformation.2.3TheimportanceoflisteningcomprehensionAsthelanguageofcommunicationtools,listeningisfirstandforemostasoundsystem.Listeningisanimportantaspectoforalcommunicationskills.Thisisthemostimportantwaytogetalanguageexperience.Itisthebasisforimprovingtheabilitytospeak,read,andwrite.LearningEnglishisanecessaryconditionforimprovingEnglishcommunicationskills.ListeningteachingplaysanextremelyimportantroleinmiddleschoolEnglishteaching.Bothbeginnerandadvancedtextbooksusetheteachingphilosophyof“heard,lead,readandwrite”.Whetheritischildrenoradults,theprimarytaskoflanguageacquisitionislisteningcomprehension.Whenstudents'listeningskillsdevelop,theycanhaveconfidenceintheirownlanguage.Itcanbeseenthatlisteningisameansofunderstandingandabsorbingverbalinformation,andisaperceptualskill;thatis,hearingwillperceivetheinformationreceived.Therefore,listeningplaysanimportantroleinlanguageacquisition,motivationimprovementandemotionalfactormobilization.AnalysisofInfluencingFactorsofEnglishListeningComprehensionDisordersofHighSchoolStudentsinShijiazhuangCity3.1psychologicalfactorsThefirstthingthataffectsthehearingoftheaudienceisthepsychologicalfactor.Sometimestheaudienceistoofocusedanddoesnotcausetension.Anxietyhasanegativeimpactonlisteningcomprehension.Anxietyisakindoffear,especiallyanxietycausedbyuncertaintyisakindoffear.Anxietyhasbeenshowntohaveanegativeimpactonlanguagelearning.Psychologicaldisordersaremainlymanifestedintwoaspects:toonervousorunabletofocusonthelisteningprocess.（McKendry:2011,P37）Intheusuallisteningpractice,somestudentsareabsent-mindedwhentheywearheadphones,unabletoconcentrate.ThiscanleadtointermittentEnglishandcanaffectyourhearingresults.Somestudentsaretiredbecausetheyhavebeenlistening.Anxietyoftenoccursinexams.Somestudentsareeagertogethighscores,buttheyareworriedthattheycan'tadapttolisteningmaterialsandspeed,toonervousandabsent-minded.Inthisstate,thecontinuityandaccuracyofhearingcannotbeguaranteed.3.2LanguageabilityproblemThelanguageabilityofthelistenerisamajorvariableinthestudyoflisteningcomprehension.Suchasphonetics,grammar,andvocabularycanaffectlisteningcomprehension.A:PhoneticdisorderPhoneticsisadisciplinethatstudieslanguageandlanguagemedia.Itincludesallthesoundsofalllanguagesintheworld.Speechiscrucialtolisteningcomprehension.Personalspeechknowledgeiscloselyrelatedtohislisteningability.Inotherwords,youcan'tunderstandyourhearingwithoutvoiceknowledge.Ifyoudon'thavelisteningcomprehension,thewordhasnovalue.Thisisbecausesoundisthecommunicationmediumforlisteningandspeaking.Onlythroughproperpronunciation,studentscanaccuratelyexpresstheirEnglishpronunciationisthemaindifficultythatstudentsmustovercome.ThepurposeoflearningEnglishisthatcommunicationandcommunicationaretwo-way.Therefore,thisrequiresustobeasclearaspossiblewhencommunicatingwithothers.Ontheotherhand,weshouldalsobeabletounderstandthewordsofothers.Unfortunately,wehavefoundthatmanyhighschoolstudentslackthenecessarysoundstorecognizepronunciation,legato,incompleteplosives,accents,andintonation.Languagebarriersseverelyaffecthearing.(a)IdentifypronunciationDistinguishingthepronunciationmeansdistinguishingthepronunciationoftwoormoreadjacentphonemeswhenuttering.Somehighschoolstudentshavedifficultydistinguishingpronunciationandhavecauseddifficultyinlisteningcomprehension.Somestudentscan'tunderstandthecorpusbecausetheycan'tdistinguishbetweenaspiratingandunsupplyconsonants,longandshortvowelssuchas[i][i:],[][e],[s][],[r][l],[o][Λ].（NissanS:2009,P40）Forexample,theyhavedifficultydistinguishingthefollowingwords:"chip-cheap","bad-bed","sing-thing".Inthesentence'shestandsontherightofthedoorandservicestheboss',whenthestudentshear‘right’and‘boss’,theymayhear‘light’and‘bus’.Similarly,somestudentsmaybeunabletodistinguishbetweenfactors[n],[l],[s],[z]andmaynotbeabletopronouncecorrectly.Thiscreatesobstaclestolisteningcomprehension.(b)LianshengThelegatoappearsbetweenthetwowords.Thecurrentwordistheendoftheconsonant.Whenthenextwordbeginswithavowel,thetwophonemesarepronouncedtogether.ThisisdifferentfromChinesewithoutconsonants,soLianyinisalsoadifficultpointandfocusforhighschoolstudentstolearnEnglish.Thisisalsoimportantforlisteningcomprehension.（NissanS:2009,P39）Ifthestudentsarenotwellmastered,thelegatowillbecomeanimportantobstacletolisteningcomprehension.suchas:Whataboutyou?Pleaseputupyourhands!Canyourepeat...ThelegatoisverycommoninEnglish,soifthestudentisnotfamiliarwiththelegato,thenthestudentwillhavedifficultyunderstandingwhenthelegatoappearsinthelisteningprocess.(c)Incompleteplosive“Incompleteblasting”isalsoanimportantreasonforthehearing.Typically,acompleteburstofsoundoccursbetweentwoadjacentstopsinawordorphrase.Incompleteplosivesoccurbetweenthefrontstopandthenextbreak.“Lostblasting”iscommoninEnglish.Whentwoplosivesareconnected,thefirsttimewillnotbeblasted,themouthshapewillbeinplace,andthenthesecondblastwillbe:NextdoorStoptalkingOldfriendFasttrainIfstudentsdonothaveaphoneticknowledge,theycannotunderstandthecorpusaccurately.Thishinderslisteningcomprehension.(d)WordstressandsentencestressWhetherwordsareaccentedisanotherimportantfactoraffectingEnglishlisteningcomprehension.Usually,ifbeginnersareunfamiliarwithstress,theyarehardtounderstandthespeaker'swords.AccentinEnglishcandistinguishmeaning.Evenifthespellingofthewordsisconsistent,thedifferentpositionsoftheaccentmaychangethewordpartofspeechfromanountoaverb.suchas:The`contrast(n)tocon`trast(v)The`desert(n)tode`sert(v)The`object(n)toob`ject(v)The`protest(n)topre`test(v)InanEnglishsentence,whetherawordisrereaddependsonitssyntacticandmorphologicalcharacteristicsinthesentence.Usually,nouns,verbs,adjectives,demonstrativepronouns,emphaticpronouns,interrogatives,andinterjectionsarerealwordsthatneedtobereread.Functionwordssuchasarticles,personalpronouns,auxiliarywords,prepositionsandconjunctionsarenotnecessary.suchas:Honestyisthebest.WhatcanIdotohelpyou?That’sthemanwhohelpedme.Ifstudentsareproficientinrereadingandnon-rereadingwords,theycangraspandunderstandthekeyinformationinthesentence,andthelisteningcomprehensionabilitycanbeimproved.(e)intonationThepitch,accent,andlengthofasentencearecollectivelyreferredtoastones.Toneisthespeaker's"soundrhythm",whichisachangeintone,whichisveryimportantforconveyingmeaning.Evenifthesentencesarespelledexactlythesame,ifthespeakershavedifferenttonesanddifferentemotions,themeaningisdifferent.Therefore,studentsmustpaygreatattentiontochangesintonebecausethetonecanexpresstheattitudeandmoodofthespeaker.（Kim:2016,P211）TherearefourmaintonalchangesinEnglish:downgrade,ascending,firstriseandthenrise,firstriseandthenadjust.Sothetonecanexpressstatements,doubtsandsighs,anditisimportanttochangethetruemeaningofthespeaker.suchas:Thisbookbelongstoyou.Thisbookbelongstoyou.Thefirstsentenceofthedowngradeistoshowthatthisletterisyours.Thesecondsentenceistoaskthetone:Isthisbookyours?Ifstudentscannotdistinguishbetweendifferentintonationsinlisteningcomprehension,theycannotaccuratelyunderstandtheintentofthecorpus.Inadditiontotheabove-mentionedphonologicalknowledge,otherdifferencessuchasspeechassimilation,weakreading,vowelellipsis,simplificationandEnglish-Americanpronunciationmayaffectlisteningcomprehensionandshouldnotbeignored,otherwiseitwillaffectlisteningcomprehension.B:grammaticalbarrierInanylanguage,grammaristhemaincriterionfordeterminingwhetheralanguageiscorrect.However,inrecentyears,studentstendtoexchangemildgrammar,whichgreatlyaffectslisteningcomprehension.SpokenEnglishusuallycontainsmanyformswithoutgrammar,manyofwhichareomittedinwriting.Insufficientorincorrectgrammarknowledgeoftenleadstohearingdifficulties.Grammarisanotherimportantfactorinfluencinglisteningcomprehension.（Kim:2016,P201）Thegrammaticalknowledgeofthesystemisanimportantbasisforstudentstounderstandlistening.Ithelpsstudentsmastertension,intonationandthemoodofthespeaker.suchas:W:Doyouenjoymajoringinmathematics?M:Enjoy?IfIcouldchooseagain,Iwouldstudybiology.Q:Whatdowelearnaboutthemanfromtheconversation?Ifstudentsknowthesubjunctivemoodandtheanti-haiku,theycanimmediatelyknowthatthespeakerdoesnotlikemathandlikesbiology.Today,manystudentsdonothaveagoodgrammarfoundation.Eveniftheyunderstandeachword,theystillcan'taccuratelyunderstandthespeaker'sintentions,whichdirectlyleadstotheirpoorperformanceinlistening.C:vocabularybarrierWhenlisteningtoasecondlanguage,thenewwordmaybelikeasuddenobstaclethatpreventsthelistenerfromthinkingaboutwhattheymeanandmissesthesecondhalfoflistening.Manystudentscomplainthatnewwordsarethemainobstacletotheirhearing.Sometimestheycaninferthemeaningofthewordsofbirthfromthebackground,butusuallytheycan't,sotheymissedthelaterhearing.Themoreyoumiss,themorenervoustheyare,thelessconfidenttheyare.Today,manystudentssaythatvocabularyisanimportantfactorinfluencingtheirhearing.Vocabularyisamajorcomponentoflanguage,andpeopleoftencomparevocabularywithbuildingmaterials.Learningalanguagedoesnotaccumulateacertainamountofvocabulary,justasabuilderdoesnothavebrickstorepairahouse.VocabularyisprominentinEnglishlearning.EachconversationorchapterinEnglishconsistsofsentences,eachconsistingofwordsorphrases.Intheprocessoflisteningcomprehension,thelistenermustnotonlylearntodistinguishthesound,butalsomasterthecontinuityofthelanguage.Thereisnodoubtthattheywillencounternewwords,especiallywhentheyarenotfamiliarwiththesubjecttheyarelisteningto.Iftherearenewwordsinthehearing,theywillstoptothinkaboutwhattheymeanandmissthesecondhalfofthehearing,whichmakesthemunabletounderstandtheoverallmeaningoflistening.suchas:M:Youwereseenhangingaboutthestoreonthenightwhenitwasrobbed,weren’tyou?W:Me?Youmusthavemadeamistake.Iwasathomethatnight.Q:Whataretheytalkingabout?Ifstudentsarenotfamiliarwith“hangabout”or“robbed,”theymaynotknowthetruthorchoosetherightanswer.Vocabularyisthefoundationoflanguageanddirectlyaffectslistening.Therefore,masteringacertainamountofvocabularyisanimportantbasisforlisteningcomprehension.Thereisnodoubtthatthelackofnecessaryvocabularymayleadtoaninabilitytounderstandhearing.Tohelpstudentsovercomevocabularybarriers,teachersshouldconvincethemthateveniftheydon'tknowwhattheymean,theycanunderstandthemeaningofthesentence.Teachersshouldencouragestudentstouselinguisticandnon-verbalknowledgetocapturethegeneralmeaningoflisteninganddeveloptheirabilitytolistentowordsinsentences.Studentscanguessthemeaningofnewwordsfromthecontext.3.3LackofbackgroundknowledgeBackgroundknowledgeisalsoanimportantfactoraffectinglisteningcomprehension.Today'stheoryholdsthatviewers'backgroundknowledge,suchasculture,historyandcustomsbackgroundknowledge,caninfluencelisteningcomprehension.Languageisaformofculturalexpression,andstudentsmustunderstandtheknowledgeofEnglish-speakingcountries,suchashistory,culture,customs,andevenlifestyles.Inlocalandsecond-languagecountries,differentcommunitiesandcitationhabitsarebarrierstolisteningcomprehension.ThehugedifferencesbetweenChineseandWesterncultureswillgreatlyaffectlisteningcomprehension.Backgroundknowledgeisanintegralpartoflisteningcomprehensionandisasimportantaslinguisticknowledge.Languageandculturearecloselyrelated,anddifferentcountrieshavedifferentcultures.Ifstudentsdonotunderstandthehistory,culture,customs,lifestyles,etc.ofEnglish-speakingcountries,theycannotunderstandthemeaningofhearingcorrectly.Forexample,ifyouletstudentslistentotwoparagraphs,oneintheMid-AutumnFestivalandtheotherinEaster.SincetheMid-AutumnFestivalisatraditionalChinesefestival,Chinesestudentsknowthisverywell,sothefirstconversationisverysimpleforthem.Thesecondparagraphisdifferent.StudentsmayknowlittleaboutEasterandcannotanswerhearingquestions.3.4lackofreallanguageenvironmentManystudentshavesuchadoubt:whytheyhavebeenlearningEnglishformanyyearsandstillcan'tunderstandwhatforeignersaresaying.Whereisthereason?Thisisbecausetheschoolsintheclassroomarenotreadytobeusedin“practice”.Ifyouarenotlearningasecondlanguageinarealenvironment,thelanguagethatstudentsareexposedtoisusuallyrelativelyslowandclear.Therefore,whentheyhearthelanguageatanormalrateofspeech,theamountofvoiceinformationthatcanbecapturedissosmallthatitisimpossibletofindwell-knowncluesfamiliarwiththelanguage.ThisisadilemmafacedbyChinesestudents,thatis,theycannotunderstandinformalEnglishinarealEnglishcontext.Oneadvantageofthetraditionalpronunciationteachingmethodisthatthepronunciationisdividedintoindependentpartsthatarenotrelated.Theseseparatepartsareusuallytaughtbyteacherstosecondlanguagestudentsintheclassroom.However,thispronunciationteachingmodeisverydifferentfromtheEnglishusedinreallife.WhenChinesestudents,sometimesevenseniorstudents,listentoEnglishusersinactualsituations,becausetheyareinformal,theyareconfusedandfindthatthewordstheyarefamiliarwithhavedisappeared.ThisisbecausestudentsdonothavetheopportunitytolearninformalEnglish.TeachingEnglishintherealworldisanobstacletoimprovinglisteningcomprehension,soourtraditionalphonologyhassideeffectsonlisteningteaching.However,thisdoesnotmeanthatwemayhaveoverlookedtheimportanceofshowingstudentsthemainwayofpronunciationintheearlystagesoflanguagelearning.However,ifyouonlyshowthisunnaturalEnglishformtostudents,thenstudentswillnotbeabletoreceiveadequateEnglishtrainingatthenormalrate.Determiningwhetherastudentisagoodstudentisnotthebestjudgment.Becausetheteacher'scontactwiththestudentmakestheteacheradapttothetoneofthestudent.Inaddition,listeningtospokenlanguageistoletstudentslistentodifferentphoneticintonations,notjusttheteacher'stone.InadditiontoBritishEnglish,studentsmayalsoencounterAmerican,AustralianEnglishorotherEnglish.Ifstudentscangetmorelanguagematerialsinactualsituations,theywillbemorefamiliarwiththephoneticintonationofdifferentsocialandregionalcultures,andtheywillheardifferentexpressions.Forexample,theymayhear(people)uselaughterorselectedwordsorinterruptotherstoexpresstheirhappiness.Inshort,listeningtoverbalcommunicationinrealsituationsisthebestwaytodealwithspeakingEnglish.Thisisexactlywhathighschoolstudentsurgentlyneed.3.5HearingmaterialsspeaktoofastManystudentsthinkthatthebiggestdifficultyinlisteningisthattheycan'tcontrolthespeaker'sspeechrate.Thestudentsfeltthattheydidnotfullyunderstandthespeaker'sintentionsandthatthesewordswerealreadycompleted.Butforwritteninformation,theycanreadbackandtrytofindout.Thismeansthatmanystudentsareunabletomaintainthecontinuityoflisteningcomprehensionbecausetheyarebusyunderstandingthemeaningofacertainpartofthecorpusandmissoutonlaterhearing.Ortheymissedtheentireparagraphdirectlybecausetheydidn'thavetimetokeepupwiththespeed.Theydon'tunderstanditanyway.Forexample,whenthespeechratereaches200wordspersecond,intermediatestudentsaremoredifficulttounderstand.Thespeedofthespeaker,notthespeedofthelistener,determinestheinteractionbetweenthetwo.Thisisnotlikereadingorwriting.Studentscan'tlistenattheirownpace,buttheymustadapttothespeedofthecorpustheyhear.Manystudentsfeelanxiousduringthehearing.Whentheydon'tunderstandawordorphrase,theystoptothinkandmissalaterhearing.Thismeansthatstudentscannotexpecttocaptureeverydetailwhentheyfirstlisten.Thisexpectationonlyexacerbatesanxiety,whichcanaffectlisteningcomprehension.Inaddition,thereisnoneedtotranslateEnglishintoChinese.Listenersshouldseizethemostimportantinformationpoints.StrategiesandapplicationofEnglishlisteningcomprehensionobstaclesinhighschoolstudentsinShijiazhuangCity4.1OvercomingpsychologicalfactorsThepsychologicalstateofthestudentduringlisteningpracticeisveryimportant.Letstudentsrealizethatlisteningisthefirststepinlearningalanguage.Atthesametime,youwillalsoencounterdifficulties.Therefore,studentsshouldpersistandhavetheconfidencetoovercomedifficultiesandnotbeafraidtolisten.(a)CreatingagoodenvironmentforlisteningcomprehensionInfluencedbytraditionalgrammarteachingmethods,thestartingpointofstudents'listeningcomprehensionisverylow.ManystudentsarereluctanttospeakEnglishbecausetheyarenervousandafraidtomakemistakes.Allofthesefactorshindertheprogressofstudents'listeningcomprehension.（SeoD:2016,P21）Therefore,inthelisteningclass,teachersshouldcombinelisteningandspeakingtocreatearelaxedatmosphereandencouragestudentstospeakEnglishasmuchaspossible.Listentothematerialinarelaxedandpleasantatmosphere,makingiteasyforstudentstogethighscores.Ofcourse,studentsshouldbeencouragedtocommunicateinEnglishafterclass,whichcaneliminatetheirpsychologicalbarriersandimprovetheirlisteningandspeakingskills.Forexample:ApplicationStrategy:LetmeknowyournameThisisafreeconversationevent.Onestudentperday,atotaloffiveminutes:threeminutesofspeech,twominutesofansweringquestions.Thestudentwilltalkaboutthestoryabouthisname.Whoisgoingtonameit?Whatisthespecialmeaning?Otherstudentscanaskquestionsaboutthisissue.Thissimplewarm-upeventallowsstudentstocommunicateeasily.(b)Cultivatestudents'listeninginterestsInterestisthebestsourceofteachersandresearch.Therefore,students'interestinlisteningisveryimportantinlisteningcomprehension.Herearetwoofthemosteffectivewaystodevelopstudentinterest:thefirstistoletstudentslistentointerestingcorpora.Interestinglisteningmaterialsareeasytoattractstudents'interest.Materialsshouldnotbetoodifficulttocombatstudentconfidence.Thesubjectmatterandlanguageofthematerialcanberelatedtothetextthestudentislearning.Thechoiceofmaterialsrangesfromsimpletodifficult.Studentscanmakeprogresswhilelistening,whichhelpsthembuildconfidence.Inthisway,theteacheralsounderstandsthestudent'sabilitytoaccept,thatis,howmuchnewinformationcanbeaddedwithoutaffectingthestudent'sself-confidence.Beforelistening,teachersshouldintroducestudentstothehistorical,geographic,political,andculturalbackgroundsassociatedwithlisteningmaterialstoevokestudentinterest.Thiswillhelpstudentsbetterunderstandtheirhearing.Suchas:ApplicationStrategy:BecomeamobilegamerMobilegameshavebecomeahottopicforhighschoolstudents.Frommobilegames,selectsomeofthelensesthatstudentsmaybeinterestedinandrelatedtomaterialsasalisteningmaterial.OneshotIusedwaswhenoneplayertriedtoescapeanotherplayerandanotherplayertriedtofindoutwheretheplayerwashiding.Therefore,theconversationiscenteredonlocation,locationandlocation.Thisiswhattextbooksrequirestudentstolearn.Mostlisteningcomprehensionexercisesaremultiple-choicequestionsthatarenotconducivetoimprovingspeakingability.Therefore,dependingonthematerial,wecanaddsomequestionsandaskstudentstohavemoreopportunitiestoexpresstheiropinionsintheformofquestionsandanswers,retellingandcomments.Inthisway,wecannotonlyencouragestudentstolistenactively,butalsoimprovetheirspokenlanguage.Thisiswhatwecall"onestoneandtwobirds."Anotherwayistocreateabrainstormingsessionthatengagesstudentsandthenlistens.Studentswillactivelyexpresstheiropinions.Thisisveryusefulforevokingstudents'interestinthecorpusandtheactiveclassroomatmosphere.Inthisway,students'listeningandspeakingskillscanbeimproved.suchas:ApplicationStrategy:Areyougoodatthis?Oneofthetopicsoflisteningcomprehensionisaboutfootball.Beforegivingyourhearing,letthestudentssayanythingaboutthefoot.Ballandfootballgamestuff.Thestudentu