The Research On Listen-to-learn Method In Junior School English Teaching

At present,On the one hand,teachers and students always complain that though much time has been spent on English learning,the effect is not satisfactory in middle school.On the other hand,although the middle school English teaching materials on the content and layout have changed a lot,teachers' teaching ideas are out-of-date.Teachers only teach the knowledge points and teach the students how to translate the texts.They pay more attention to the words,phrases and the grammars.Besides,although some new teaching methods have emerged in recent years,because of the influence of the examination system,teachers are the only one to control the class,the students are busy taking notes.Students' English level is generally low and the ability to use English is poor,too.After learning many years of English,most of the students only know some simple English words and the grammar rules are not clear,either.And the listening and speaking ability are even worse.Therefore,it is urgent to find an effective way.Because the teachers' teaching method play a crucial and decisive impact on the English teaching quality.Thus,to find an effective way to develop the students' English overall ability is urgent.In this thesis,the author will test whether the improvement of listening ability can improve the ability of speaking,reading and writing ability or not at the same time.This study aims at testing if the development of the students' listening ability can improve the students' speaking,reading and writing ability.Therefore,the author wants to learn about the students' listening problems by doing the questionnaire survey.Then,the author taught the students' English by using the listen-to-learn method from September 1st 2016 to January 14 th 2017.The author analyzed whether the development of the listening ability can promote the students' reading and writing ability or not.Last but not least,the author chose 10 students randomly to take part in the oral English test.It aims at testing if the development of the listening ability can also promote the students' speaking ability,too.In this thesis,the author applied the statistical software,SPSS,to processing the collected data,and drew the following conclusions:The questionnaire survey showed that the most of the students could realize the importance of the listening.But the parents and the teachers only provided the multimedia for the students' listening learning.And the teachers taught the students a little listening skills.What impress me most is that many of the students thought the best way to practice English listening is to do the listening exercises that is match with the examination.Thus it can be seen that the students do not know the importance of the listening well.And the students have no right way to solve the problems when they face the listening problems.By testing to analyze the scores of the Experimental class and Comparison class.The author found that the scores of the experimental class were obviously higher than the comparison class.The author used the SPSS to do the Independent-samples T-test to check if these two classes were suitable to do the test.Mean of EC is 101.80.Mean of CC is 95.42.Sig.<0.05.That is to say there was a large difference between the experimental class and the comparison class after using the listen-to-learn method.The oral test also showed that the development of the listening ability could promote the students' speaking ability.70% of the students got the Rank A.That is to say most of the students changed a lot after training the listen-to-learn method for four months.There were two students got Rank B,one got the C,There was no D.The most important thing is that the students could make conversations,read the text correctly and expressed their ideas with different sentence patterns freely.