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1、黄 冈 师 范 学 院本 科 生 毕 业 论 文论文题目: On the Application of Context in Middle School English Listening Teaching 作 者: 朱旭 专业班级: 英语200804班 指导教师: 陈曼 学 号: 200813140422 2012年4月20日 黄冈师范学院本科毕业论文郑重声明本人的毕业论文（设计）是在指导教师 陈曼 的指导下独立撰写完成的。毕业论文（设计）没有剽窃、抄袭、造假等违反学术道德、学术规范的侵权行为,本人愿意承担由此产生的各种后果,甚至法律责任；并可以通过网络接受公众的质疑。特此郑重声明。 毕业论
2、文作者:朱旭 2012年 4 月 20 日Abstract Listening competence,as one of important factors to evaluate foreign language learners overall communicative ability, arouses both learners and educational staffs more and more attention on it.However, listening is the most difficult skill to master among the four basic
3、 linguistic competences,moreover, in our middle school English teaching,listening teaching is running through English classroom teaching,in this process,most of middle school English teachers are still using traditional and fossil listening teaching model:listening tape recorder-answering questions-
4、checking answers-replaying tape recorder.This kind of traditional listening teaching model can not be considered as listening teaching,but testing students listening ability, therefore,it is difficult to improve students listening competence effectively, which makes listening comprehension an obstac
5、le during the process of english learning for the middle school students. In order to solve these problems,the author, surfing the internet and looking for books related with teaching listening and context in the library, based on the theories collected, explains the relationship between listening t
6、eaching and context, analyses the functions of context in listening, and discusses on how to make good use of methods of context in the training to raise teaching effects, by which students listening comprehension will be improved.Key words: context；middle school English；teaching listening；applicati
7、on 摘 要 听力能力作为衡量外语学习者总体语言交际能力的一个重要因素,使得外语学习者和教育工作者对于听力能力的培养越来越重视。然而,“听是四种基本语言能力中最难掌握的一种能力,加之我国初中英语听力教学只是贯穿在英语课堂教学之中,大多初中教师仍然沿用传统僵化的听力教学模式:听录音对答案一再放录音,这种听力教学模式不是在进行听力教学,而是在测试学生听力水平,因此在这种教学模式下,学生的听力水平很难得到有效提高,正是这些因素导致英语听力理解成为中学生英语学习过程中的一大障碍。 为了解决这些问题,本文作者通过上网查询荷载图书馆查阅相关书籍，在对现存相关的理论研究之基础上,通过分析语境在中学英语听力理
8、解中的作用,阐述听力和语境之间的关系，从而进一步探讨在教学中如何充分利用语境线索,提高学生听力理解的水平,进而提高大学英语听力课的教学质量。关键词:语境；中学英语；听力教学:应用 ContentsIntroduction1I. Overview of Listening Comprehension31.1 The process of listening comprehension31.2 The importance of Listening5II. Context in English Listening Teaching62.1 Concept of context62.2 Classi
9、fication of context62.2.1 Linguistic Context6 2.2.2 Non-linguistic Context82.3 Functions of context92.3.1 Restrictive function9 2.3.2 Interpretive function.92.4 The relation between context and listening teaching10III. Current situation of English Listening Teaching113.1 Teaching stages113.1.1 Pre-l
10、istening stage113.1.2The while-listening Stage123.1.3 The Post-listening Stage133.2 Problems in practice133.2.1 Problems in listening comprehension133.2.2 Problems in listening teaching14IV. Improving Students Listening Ability with Context154.1 Taking advantage of linguistic context154.1.1 Pronunci
11、ation ability164.1.2 Guessing ability164.1.3 Selective ability174.2 Taking advantage of non-linguistic context184.2.1 Background knowledge184.2.2 Making inference194.2.3 Predicting194.2.4 Taking notes20Conclusion20Bibliography:22iii黄冈师范学院本科毕业论文IntroductionListening comprehension is essential to Engl
12、ish teaching, how to improve students listening comprehension has been put more emphasis on and for a long time many teachers and linguists, many educators and researchers, both home and abroad, have made researches into it.Malinowski argues that utterances and situation are bound up inextricably wi
13、th each other and the context of situation is indispensable for the understanding of word (1923). Claire Kramsch (1993) points out in his book Context and Culture in Language Teaching that our choice of words is constrained by the context in which we use the language,and foreign language pedagogy sh
14、ould be aware of the need to teach language in context.Mason (1994) made a research and found that students would rely on previous background knowledge of the subject matter to help them understand lectures. Jeremy Harmer (1998) has studied language teaching for more than 20 years and states in his book How to Teach English that teachers should do their best to get students engaged with the topic and the task so that students really want to listen. Rost (1994) is also one of the linguists who have put forward the li
