TESOL listening teaching method

According to the statistics of W.M. Rivers, an American foreign language pedagogist, the actual time spent in human activities in listening, speaking, reading, and writing is 45% (listening), 30% (speaking), and 16% ( Reading)，9% (writing). It can be seen that listening plays a decisive role in human activities, and its status is evident. This shows that listening also accounts for English learning. An important place. However, looking at the English listening status of high school students in recent years, listening problems have always been the biggest barrier that plagues high school students' learning, and it is also a weak link in English teaching.

Nowadays, most students learn English under the pressure of exams. In order to cope with the exams, they usually carry out intensive listening training before the exam. The result is time-consuming and laborious. The students are not only tired, but also with little effect. It analyzes the listening survey of high school students in the No. 1 Middle School in Shiyan City, Hubei Province.It can be seen that the number of students who can understand normal-speed English materials and can basically repeat it, that is, the number of students who have completely passed the listening ability accounts for only 2% of the total survey population. The number of students who barely passed the test accounted for 83% of the total survey population: those who could only understand a few, that is, those who did not pass the test accounted for 15% of the total survey population.Generally speaking, the listening situation of students is still optimistic. However, if the standard of "be able to understand regular-speed English materials and basically be able to repeat them" is used as a reference, the current situation of high school students' English listening comprehension is in jeopardy. In order to improve this situation, it is first necessary to analyze the problems in English listening of today's high school students and propose targeted solutions.

Analysis of the Causes of High School Students' English Hearing Impairment

1. The basic voice skills are not solid. Weak reading, stress, continuous reading, changes in tone, rise and fall of intonation in English listening, as well as differences in the pronunciation of English and American pronunciations and the pronunciation of words with similar pronunciations, will lead to changes in the pronunciation of words, which will affect students' pronunciation Distinguishing ability and coherent ability of speech flow. For example, sheep-ship, house -horse, mouse a mouth a month, these words with similar pronunciations, if students do not grasp their pronunciation accurately, it will cause confusion when listening to the questions.

2. Insufficient ability to control word meaning context. Most words often have multiple interpretations, and their meanings vary widely in different contexts. Therefore, we must accurately grasp the meaning of a word according to a specific context. For example: She was fast asleep. She ran fast. fast shows different interpretations in the above two environments. In real English learning, because of the incomplete grasp of the meaning of words, students lack the skills of inferring the meaning of words based on the context. They usually only use the meanings of words that they are familiar with and master, and draw conclusions by mistake.

3. Poor keyword extraction ability. For listening comprehension, it is impossible and unnecessary to understand every word and every sentence.

For most of the materials, as long as you understand the central content and get important details (such as names, place names, time, etc.) that explain the subject, you can basically grasp the main idea of the material. In addition, a few minutes before the start of listening, if you can quickly browse the topics and options within a limited time, and clarify the key points of listening, you can be targeted in the process of listening to the recording. However, most students often lack the ability to extract key words and sentences, and cannot accurately and quickly judge the main listening points of the topic before listening.

In conclusion，listening, as an important language input, has a great impact on language output. Listening also plays an important role in language communication. Improving senior high school students' English listening is not only the need of the development of the times, but also the inevitable requirement of citizens' English skills in the new century listening, as an important language input, has a great impact on language output. Listening also plays an important role in language communication. Improving senior high school students' English listening is not only the need of the development of the times, but also the inevitable requirement of citizens' English skills in the new century. In order to achieve this goal, students' own continuous efforts and teachers' guidance and help are needed. Teachers should attach great importance to listening teaching ideologically, guide students to strengthen listening training, master basic listening methods and skills, expand cultural background knowledge, and constantly improve teaching methods, promote students' listening ability development and improve students' ability to comprehensively use English for communication.