The Application Of Lexical Approach In Junior High School English Listening Teaching

As the most important of the four language skills,listening plays an important role in English learning.However,under the traditional teaching mode of listening,the teaching effect of English listening is not satisfactory,with little effect.Especially in the English teaching of junior high schools in rural areas,the improvement of students' listening comprehension ability is more difficult and weak.Chunk approach,also known as lexical approach,is a new language teaching method proposed by Michael Lewis.The lexical chunk is the core concept of lexical approach.Lexical chunks have both lexical and grammatical features which exist in natural discourse in large quantities.They are stored in memory as a whole and can be extracted directly without generating grammatical rules and analysis when used.They are the unity of grammar,semantics and context and play an important role in first language acquisition and second language acquisition.This study attempts to apply the lexical approach to the English listening teaching of junior high school in rural areas.On the basis of in-depth understanding of the current situation of listening teaching in junior high school in rural areas,it studies whether lexical approach can improve the English listening comprehension ability of junior high school students in rural areas,and how it can improve the listening comprehension ability.This thesis intends to solve two problems:1.What is the current situation of English listening teaching in rural junior high school?2.Whether lexical approach can improve students' listening comprehension ability,and if so,how?This thesis mainly adopts the method of experimental research,taking 60 students from two parallel classes of grade eight in Minle town junior high school of Qing'an county as the research object,and carrying out the experiment for one semester.The research instruments in this experiment are questionnaire survey,test and interview.The students' English listening ability was tested before and after the experiment,and the teachers and students were interviewed before and after the experiment.The teaching of English listening in the experiment class adopted the lexical approach,while the teaching of English listening in the control class adopted the traditional teaching method.Before and after the experiment,a questionnaire survey on English listening anxiety was conducted among 30 students in the experimental class.The experimental results show that the anxiety of English listening is alleviated,so as to improve the students' English listening comprehension ability and improve the teaching effect of English class in rural junior high school.