A Study Of English Listening Teaching In Rural Junior Schools

With the rapid development of globalization,English,as one of the most widely used languages,has become a bridge between countries and plays an increasingly important role in all aspects of life.China’s education authorities have attached great importance to English teaching,they revised English Curriculum Standards,promulgated the China Standards of English(CSE)in 2018.However,English teachers in rural junior middle schools are restricted by educational resources and exam-oriented teaching modes,they still adopt outdated approaches.Based on these,there is a need to investigate the current situation of English listening teaching in rural junior middle schools and explore the factors,analyze them and provide advice to solve the problem.By means of analyzing listening scores,questionnaires and interviews,this study investigated the current situation and influencing factors of English listening teaching.The targets were 360 students in grade eight and 12 teachers of L school.This paper find out the current situation from six aspects: identification,extraction,generalization,analysis,criticism and evaluation.By analyzing test data,it is concluded that the present situation is that students are unfamiliar with phonetics,lack of vocabulary,difficult to extract information,poor ability of analysis and summarize,not used to reading the questions before listening,not interested in English listening and the listening materials are not suitable.From questionnaires and interviews,the main reasons are inadequate language input,the lack of listening strategies,poor listening habits and the lack of interest,not given effective direction and improper listening materials and equipment.To change the current situation of listening teaching in L school,corresponding suggestions are given from three aspects: teachers,students and school.