刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2019-09-10 来源:校园英语杂志社

    作者:叶娜 骆玉
      【Abstract】This paper is a response to Exploring L2 listening instruction: examinations of practice written by Joseph Siegel.
      【Key words】Listening skill; techniques
      【作者簡介】叶娜,骆玉,河北女子职业技术学院。 1. Text
      In order to fill the gap of systematic research on listening instruction, Siegel examined 30 authentic listening lessons given by 10 EFL instructors from 5 different universities in Japan to investigate how they actually did in teaching listening, whose results revealed that comprehension questions were used most frequently, and lest frequently was teacher modeling. 2. Text-to-Text
      According to Siegel, there are many techniques that can be applied in listening class besides comprehension approach, such as bottom-up activities,, prediction, metacognitive listening strategies, and teacher modeling, whose theoretical underpinnings are in accordance with the metacognitive pedagogical sequence( Vandergrift, 2007). A lot of tasks can also be conducted to fully take the advantage of the techniques, which include one-way listening tasks and interactive listening tasks whose function is to improve students’ core skills for listening comprehension. 3. Text-to-Self
      I always feel puzzled, frustrated and reluctant when asked to teach listening class, for I think it is very difficult to make students motivated and concentrated. I have no idea about what they are doing and what they are thinking while listening. So, teaching listening is my least choice. However, I find it is totally my fault. I always follow the steps of the textbook, where there are often some comprehension questions. I always ask the students to listen to the material for several times, finish the exercises and then check the answers without providing enough scaffolding, let alone other techniques. Just as Siegel proved, comprehension questions have occupied a large amount of my listening class. What I have done is not to improve their listening competence but to evaluate their listening performance.
      I have seriously considered about the reason why comprehension questions have occupied my class. Firstly, I am lack in the professional knowledge, such as the related theoretical basis and practical pedagogy. So to a large extent I am dependent on “listen, answer, check” pattern in my class. Secondly, perhaps as an English teacher in a vocational college where students are of low language proficiency, I have not fully recognized the communicative function of English as a second language. I always have such a discrimination that my students are so poor in English that it could be impossible for them to communicate in English. What I have to do is to finish the syllabus required by the curriculum. Thirdly, in my college, the only way to evaluate students’ language performance is through standardized test. So my emphasis is on how to help students pass the exam instead of improving their listening competence. Therefore, I am in urgent need of self-reflection.