Listen to the weather forecast, don't just pay attention to the temperature, look at the answer.

A very important purpose of learning a language is to communicate with real people. Listening, as one of the ways of human language communication, is becoming more and more important in today's information explosion and increasingly frequent international communication. Therefore, how to improve listening has always been concerned by people, especially the improvement of listening ability. Beginners must improve their listening skills as soon as possible if they really want to master a foreign language. As the first English teacher of students, middle school English teachers should first teach students learning methods, formulate corresponding strategies, and focus on cultivating and improving students' listening comprehension ability. There are many factors that cause students' difficulty in listening comprehension, such as new words, complicated sentence structure, familiarity with the content, speech speed, background noise, changes in pronunciation and intonation, etc. A careful analysis of these superficial interference factors, I think that the study of this issue can examine the following pairs of relationships from the perspective of learning strategies: First, several factors affecting listening comprehension (1) Listening and vocabulary It is generally believed that the more you listen, the stronger your listening ability. Undoubtedly, listening is indeed a positive means to improve listening, but the level of listening does not depend entirely on the number of times of listening, nor on the length and difficulty of listening content. It is a comprehensive embodiment of one's English knowledge, and the foundation of all English knowledge is vocabulary. Vocabulary plays a vital role in English learning. It is the basis of all training, and listening is no exception. Every conversation, paragraph and discourse is composed of sentences, and the basic unit of a sentence is a word or phrase. In the process of listening, we can imitate the pronunciation we hear, but if we don't master a certain vocabulary, we can't relate the word to the symbol it represents, and we can't know what the symbol represents-meaning. So theoretically, the size of vocabulary determines the degree of listening comprehension on one side. (2) Correlation between Listening and Reading Many people have been learning English for many years. If they are given written materials in English, they can understand or roughly understand some new words. But you may not understand other people's English, even very simple sentences. At present, in English teaching, although students' listening training materials are often less difficult than reading materials, on the whole, students' listening level is still lower than reading level. In essence, this situation is related to the characteristics of psychological activities of listening and reading in foreign language teaching environment. In the learning of mother tongue, from the development order of skills, listening and speaking precedes reading and writing, that is, the phonetic feature schema of the language and its corresponding schema about the objective world relationship are established in the brain first, and then the literal feature schema of the language is established in the brain, that is, on the basis of the progress of listening, speaking, reading and writing, of course, the psychological activity process of listening and reading is more complicated than reading and writing. In a foreign language environment, the psychological process of listening and reading is different from that of the mother tongue, and its characteristics are as follows: 1. Foreign language learning must go through a process of superimposing or re-establishing a new language system in the brain in order to master a foreign language. The sequence of this process is: letter-word-sentence-text, and at the same time, the phonetic feature schema (such as voice, phoneme, rhythm, language flow, intonation, etc.) is established. ) it should be completed step by step. Therefore, the establishment of text schema and phonetic feature schema is synchronous. However, in foreign language teaching, listening, speaking, reading and writing skills are comprehensively trained. However, due to the influence of many factors, such as syllabus, content, time, methods, learning environment and individual differences, these four skills can not actually develop simultaneously. For example, students often spend more time on reading training than listening training, and often use silent reading in the reading process, so the development of auditory organs and visual organs will inevitably be unbalanced. Experiments show that students have different reactions to the same word or words they have learned, and their visual recognition ability is greater than their auditory recognition ability. 2. "Reading" ability (that is, recognizing letters with both phonetic and textual patterns) plays a very important role in foreign language teaching. Because learners begin to learn a foreign language with words as the basic medium, reading ability directly affects listening ability. Then, how to explain the relationship between reading training and listening comprehension in theory? First of all, although the two training forms of reading and listening are different, they are both receptive and understandable language use processes, which are very * * *. From the lower level (phoneme, phoneme, word, sentence), in the process of listening comprehension, listeners use auditory perception knowledge to decode language materials and make various inferences. That is to say, on the basis of sound discrimination, cognitive effects are used to explain, judge and understand language materials. At a higher level, in order to understand the meaning of an article (sentence), the listener needs to rely on cognitive effects to understand. This is because at the textual level, the generation of meaning is often the process of the listener's re-creation of meaning. In this process, the function of language form is often only to trigger the listener to use the existing background knowledge to construct language materials meaningfully, including the prediction of pragmatic and cultural knowledge and the speculation of the speaker's intention. Obviously, the listener's cognitive process, cognitive effect and background knowledge are very important to listening comprehension. Take listening to the weather forecast as an example. Whether the relevant content can be understood accurately and quickly depends on the listener's geographical knowledge, basic astronomical knowledge and even some social and cultural knowledge, such as whether the marked temperature in this area is Celsius or Fahrenheit, which is consistent with the process involved in reading comprehension. In reading, readers also use various cognitive processes and rely on various cognitive effects and their background knowledge to analyze and construct the semantics of the text. Therefore, in this sense, it is obviously helpful for learners to practice and use cognitive process and judgment and reasoning process, and constantly improve and perfect this ability. Secondly, reading is an important source of language input for learners. It not only increases learners' exposure to language and enriches their social and cultural knowledge of using English, but also broadens their vocabulary and background knowledge through extensive reading, which is undoubtedly very important for listening comprehension. In this way, learners are always consciously and unconsciously using the language knowledge they have learned and accepting new knowledge in the process of reading, and the accumulation of quantity will inevitably lead to a qualitative leap in language acquisition. Therefore, the greater the reading volume, the higher the quality and the higher the overall English level. Listening ability is a comprehensive embodiment of one's English knowledge. (3) Listening and memory listening are not passive, it is not a simple decoding process of language information, it is an active information cognitive processing process. From the external sound signal to the internal auditory understanding, there are roughly three stages: first, the auditory organs perceive and segment the continuous sound stream, that is, identify each sentence component or segment in the continuous sound stream; Second, "keep" the recognized sentence or fragment (short-term memory) and quickly and continuously connect it with other fragments before and after (that is, form a syntactic relationship); Finally, the identified and associated original sentence forms a meaning in a highly abbreviated form (excluding redundant parts) and is stored in long-term memory, so that the understanding is completed. Judging from this composition, memory is closely related to listening comprehension. Linguists call this kind of memory instantaneous memory and short-term memory, which is the basis of listening comprehension. In other words, in the process of listening, the human brain forms some instantaneous and short-term connection with the language signals it obtains. People's thinking relies on this connection to analyze and identify the language signals, and at the same time uses the existing language knowledge and background knowledge to adopt a series of cognitive strategies, and then reflects the signals in the form of words, so as to achieve understanding. But the problem is that both instantaneous memory and short-term memory are kept for a short time. In the listening range, the instantaneous memory is only 0.25-2 seconds, while the short-term memory does not exceed 1 minute, which brings certain limitations to listening comprehension and greatly increases the difficulty of listening comprehension. In addition, the capacity of short-term memory is +7, so in order to prevent forgetting and make communication activities go smoothly, it is necessary to deal with pronunciation and respond promptly. On the other hand, the negative transfer in the process of learners' understanding also greatly interferes with listening. When a learner uses known linguistic facts to make up for some missing links in the information chain or uses known knowledge to reason, analyze and judge something, he is always disturbed by a certain mindset, that is, thinking, reasoning and judging it in the conventional way of his mother tongue. Therefore, this negative transfer will naturally cause obstacles to the generation, maintenance and decoding of language signals. (4) Practice of Listening and Language Functions In traditional teaching, listening activities are generally included in comprehensive teaching centered on sentence patterns or texts, with emphasis on listening and memorizing language forms; The input of information, that is, listening activities aimed at text content, is obviously insufficient. In essence, the language form in listening sentence patterns is not "true" in the strict sense, which can be explained from the following aspects. First, the practice of language formation often pays attention to the distinction and recognition of phonemes, the change of phonemes and the grammatical relationship between words. However, the practice and mastery of these knowledge does not necessarily mean that learners can use them deductively in practical application. Learners' sensitivity to the phonetics and phonemes of a new language is often gradually acquired in the process of actually using the language. The acquisition of this sensitivity depends not only on the deductive application of the learned knowledge in language use, but also on the inductive understanding and mastery of related knowledge, and language function exercises provide students with opportunities to learn, understand and apply auditory perception knowledge. Second, listening is the acceptance and decoding of oral information, and it is a basic communicative behavior. No matter what you listen to, only by paying attention to the speaker's expression and only the content of his speech can you effectively grasp the information and achieve the purpose of communication. In this sense, the original intention of listening teaching should be to enable learners to acquire the ability to listen to information directly, that is, the ability in the communicative sense. Modern language pedagogy theory holds that adequate language input aimed at understanding the content of the text is the key to the formation of communicative listening and even the success of the whole language learning; In addition, effective listening training must focus on the training of listening skills. Thirdly, because the process of listening comprehension is a combination of decoding language information and reconstructing meaning, in this process, besides the active participation of the listener, the social and cultural background and pragmatic knowledge of the listener are as important as the pure language knowledge of the listener. In this respect, we find that there are significant differences in the use of learning strategies between students with good listening comprehension and students with poor understanding in teaching. The common learning strategies of understanding students are: selective concentration, inferring meaning from context and using background knowledge to assist understanding. We know that the practice of language form almost completely excludes the consideration of background knowledge and social and cultural knowledge, but the practice of language function can often make up for this defect. Based on the above three reasons, listening teaching should train the understanding of the text content on the basis of training sentence components, and at the same time reach a certain index in listening speed and difficulty. Second, the solution through the exploration of the above relationship, the following points are worthy of attention in teaching. (1) Establish a listening teaching system aimed at expanding listening input and training listening skills. The mastery and improvement of various language skills influence and support each other. For China students, the improvement of reading level may play a very important role in promoting the improvement of other skills, including listening. Therefore, from the beginning, we should pay attention to continuous discourse teaching while practicing language forms, and pay attention to the authenticity and understandability of materials, the universality and communication of genres and the scientific setting of exercises. (B) change the way of thinking, pay attention to listening skills, improve the speed and effect of memory. Due to different historical backgrounds and geographical differences, Chinese speakers and English speakers must have different ways of thinking. Therefore, knowing the necessary background and cultural knowledge of the target language and using the background knowledge to eliminate the interference of "negative transfer" in listening will definitely improve the memory effect. On the other hand, it is necessary to cultivate listeners' listening skills, conduct individual and overall listening training, let listeners use auditory sensory knowledge to identify and understand listening materials in turn at phoneme, word and sentence levels, or let listeners use their own background knowledge to understand listening materials at discourse level, so as to help them learn to grasp the key points and themes of the text, distinguish primary information from secondary information, and grasp key words, thus effectively improving their listening level. (3) Language listening is active decoding rather than passive perception, active cognitive construction rather than simple acoustic facts. Therefore, we should fully realize the importance of improving our cognitive level to improve our language proficiency. (4) Optimize the psychological environment, eliminate emotional barriers, use various audio-visual methods and means to create various scenarios, and finally mobilize students' interest and motivation. Third, specific training methods In specific listening training, understanding can be divided into: 1, intonation understanding. For example, understand the intonation of declarative sentences, interrogative sentences and rhetorical questions; 2. Understand the main points of language information. Language information refers to students' memory and recollection of knowledge. There are a lot of memory and recall activities in listening teaching. According to the classification of swift rivers, the cultivation of listening can be divided into four stages. The following is an introduction for teachers to refer to when training students' listening. The first stage: voice discrimination exercise 1, to distinguish phonemes from phrases; 2. Listen to the dialogue you have learned; 3. Distinguish phrases and sentences from the learned reading articles; 4. Identify the words and phrases you hear through the game; The second stage: the discrimination and choice of memoryless. 5. Listen to the recordings of various dialogues you have learned. 6. Listen to the retelling of the reading materials; The third stage: identification and selection of short-term memory. 7. Ask students to make written true or false questions when listening to the dialogues and reading materials they have learned; 8. When students listen to the dialogue and reading materials they have learned, the teacher gives relevant questions orally and asks students to do multiple-choice questions in writing; 9. Ask questions before listening, and students will answer questions in their mother tongue when listening. The fourth stage: long-term memory recognition and selection exercise 10. This exercise is similar to 7, 8 and 9 above, but students are required to make written answers or oral questions after listening to an article, so that students can make written answers. At each stage of practice, you can practice listening by listening, speaking and writing. Such as: selected exercises; Cooperate with practice; Define exercises; Situational training; Listen to the practice of drawing; Sentence pattern practice; Substitution exercise; Direct dialogue; Guessing riddles; Distinguish between right and wrong; Search information; Dictation or something. The listening training programs introduced above are only guiding suggestions and are limited. Teachers can creatively carry out listening training that is more in line with students' actual situation in class, expand more methods suitable for students' listening training, and improve students' English listening ability continuously. Reference/waiyu/201001013 _ 6986 _1509045.shtml I hope it can help you. My English used to be poor. Let me tell you something about my experience.