中學(xué)英語聽力策略訓(xùn)練模式初探

AStudyonEnglishListeningStrategyTrainingModeInSecondarySchoolAbstract:Amonglistening,speaking,reading,andwritingthesefourskills,listeningisoneofthemostimportantfactors.Strategytraininginthelisteningclassroomhasbeenprovedbymanystudiesasanessentialandeffectivewayofimprovinglisteningproficiency.Theessenceofstrategytrainingistohelpthestudentswith“self-examination”.Theywillbeabletofindthereasonsoflisteningdifficultiesandtheproblemsexistingintheirmethods,andalsoselectandadoptrelativemeasures,andthencarryoutself-monitoring,self-evaluation,andself-adjustingtimely.Thispaperfocusesonthediscussionoftheeffectivestrategytrainingmodethatcanimprovethestudents’listeningproficiencythroughEnglishlisteningstrategytrainingtothestudentsinmypracticeschool.KeyWords:listeningcomprehension;learningstrategies;strategytraining中學(xué)英語聽力策略訓(xùn)練模式初探摘要：在聽、說、讀、寫四項(xiàng)語言技能中，聽是十分重要的一種技能。在聽力教學(xué)中加強(qiáng)策略訓(xùn)練是幫助學(xué)生提高聽力水平的必要和有效途徑。策略訓(xùn)練的實(shí)質(zhì)是幫助學(xué)生“內(nèi)省”，找到聽力困難的原因和方法中存在的問題,然后采取針對(duì)性措施，并適時(shí)地對(duì)自己進(jìn)行監(jiān)察、評(píng)估和調(diào)節(jié)。本文通過對(duì)所在實(shí)習(xí)學(xué)校學(xué)生進(jìn)行的一次英語聽力策略訓(xùn)練，探討提高學(xué)生聽力水平的有效訓(xùn)練模式。關(guān)鍵詞：聽力理解；學(xué)習(xí)策略；策略訓(xùn)練CONTENTSTOC\o\h\z\uIntroduction 11. TheDefinitionandClassificationofListeningStrategy 21.1MetacognitiveStrategies 21.2CognitiveStrategies 31.3Social/AffectiveStrategies 32.TheCircumstanceofDomesticandForeignResearchesonListeningComprehensionandListeningStrategies 52.1ForeignResearchontheSecondLanguage/ForeignLanguageStudents’ListeningComprehensionStrategies 52.2ResearchesonListeningComprehensionStrategiesinChina 63.ListeningStrategiesTraining 83.1BasicPrinciplesofListeningStrategiesTraining 83.2TheContentsofListeningStrategiesTraining 93.3TheModeofListeningStrategiesTraining 103.4ListeningStrategyTrainingExperiment 133.4.1TheObjectofStudy 133.4.2TheStepsofExperiment 133.4.3ResultsandDiscussion 144.Conclusion 14Bibliography…………….17IntroductionAmonglistening,speaking,reading,andwritingthesefourlanguageskills,listeningdoesnotonlyoccupyaprimarypositioninobtaininglanguageinformationandvibration,butalsoisoneoftheprincipalwaystoimproveotherskills.Asthesecondlanguageacquisitiontheorysays,“Theimportationoflanguageisthemostbasicconditionforlanguageacquisition,withoutlanguageimportation,withoutlanguageacquisition”(Krashen,1985).AndfromAmericanpedagogyexpertsW.M.RiversandM.S.Temperly’s(1978)statisticswecanalsofindouttherateoflisteningisashighas45%inthecommunicateactivities.Solisteningplaysanimportantroleinforeignlanguageteaching,forthepurposeofdevelopinglearners’languageabilities,andfurthermoreachievingsmoothcommunicationwithnativeEnglishspeakers.SinceChinaparticipatesinWTO,thecommunicationbetweenChinaandothercountrieshasbecomemoreandmorefrequent,improvingthestudents’comprehensionabilitieshasbeenanurgentproblemthatneedstobesolved.Thereforeitnaturallyprovestobeahotspotaswellasadifficultpoint.AlthoughEnglishteachinghasbeengivenmoreattentioninChina,anditistaughtinuniversities,highschools,middleschools,primaryschools,evenkindergartens.However,listeningisstillaratherpoorlinkinsecondaryschoolEnglishteaching.Itisobviousthatimprovingthestudents’listeningcomprehensionabilitiesconsistsofvariouspracticaldifficulties,suchasthelimitationofclasshours,thenumberofstudentsineveryclassandthelackofguidanceofscientifictheoryetc.Alotofstudentscanevengetperfectmarksinthewrittentest,butcannotachievewhattheydesireinlisteningtests,whichresultsinmanysecondaryschoolstudents’fearoflisteningtests.Thissituationismainlydeterminedbytwofactors,foronething,thetimeforlisteningteachingisextremelylessthanreading,sothattheassimilationoflanguageandthecultivationofcommunicativeabilityisaffectedbythestudents’poorlisteningcomprehension;foranother,guidanceforthestudents’listeningstrategytraininghasnotbeenpaidmuchattentiontobytheteachers,andthereexistsgreataimlessness.Therefore,ifwewanttoenhancestudents’listeningcomprehensionability,andthereuponenhanceall-roundlanguageability,itwouldbenecessarytoofferguidanceforthestudents’listeningstrategytraining.TheDefinitionandClassificationofListeningStrategy“Listeningstrategyisanorganicpartoflanguagelearningstrategieswhichreferstothethoughtsorbehaviorstakenbythelearnersintheprocessoflanguagestudyingorutilizing”(Ellis,1994).Asoneofthemostimportantfactorswhichaffectslisteningcomprehension,learningstrategiescanbedividedintothreetypesbasedontheinformationprocessingtheories:metacognitivestrategies,cognitivestrategies,andsocial/affectivestrategies(O’Malley&Chamot,1990),andthethreestrategiesbringdirectorindirectinfluencetotheprocessoflanguagelearning.1.1MetacognitiveStrategiesAsonekindofhigherorderexecutiveskills,itisnotonlytheactionsthelearnerstakesuchasplanning,monitoring,andevaluationinordertopromotethesuccessincompletingsomelearningactivities,butalsoameasureusedtoproceedself-managementbylearners.Itisanacquaintanceofthestudentswithkindsofcognitivestrategies’intention,effects,operation,theacquaintancewithselfcharacteristicsofthelanguagelearners,aswellastheacquaintancewithvariouskindsoflearningactivities.Metacognitivemanipulationreferstothethinkingoflearningprocess,involvingplanning,goal-setting,selectiveattention,self-monitoring,andself-evaluationandsoon.1)Goal-setting:makesurethelongtermgoalsandshorttermgoalsareplannedtoapproachbeforelearning.2)Planning:establishaselfstudyplanonthebasisofstudyaims.3)Selectiveattention:focusontheaspectwhichneedstobepaidspecialattentionandtheproblemswhichneedtobefocusedoninsomelearningtasks;forexample,listeningtothekeywordsorphrases.Ifthelearnersfocusonthethemeanddifficultyonthebaseofthegivenoptionsduringthelisteningcomprehension,theywillcorrectlyunderstandtheexercises,andachievetherequiredresults.4)Self-monitoring:heprocessoflearningEnglish.Forinstance,thelearnersshouldmakesurewhethertheyunderstandthelisteningmaterials,whetherthestrategiesusedaresuitable,attentionispaidto,andwhethertheirplansarecompletedintime5)Self-evaluation:evaluatethecaseofthework,theperformanceinclass,andtheusageofstrategiesafterfinishingthetask.Wemaydosuchactionsastoestimatewhetherhehimselfcanfinishtheaimsofhisplan,reviewtheprogressofone’sownlistening,andanalyzethereasonswhyhecannotunderstandthemeaningsofthelisteningmaterials.1.2CognitiveStrategiesCognitivestrategiesrefertotheinformationprocessing,concludingstrategiesofrepetition,contextualization,inference,elaborationetc.Asonekindofstrategiesdirectlyconnectedwithlearners’studytasks,cognitivestrategiesarewhatthelearnersuseindealingwithincominginformation,andraisinglearningandmemorizingabilities,especiallytheactionsandprocessofcarryingoutaconcreteclassassignmentandactivities.Somecognitivestrategiesthatarehelpfultolisteningcomprehensionareasfollows:Rehearsal:whenwecomeacrossanewwordoranewphrase,rehearsalisusefultomemorizing.Inference:dosomenecessaryinferencesonthebasisofinformationfromtheoralpassages.Itcoverstheactionssuchastheconjecturingimplicationofnewlanguageunits,predicatingtheresults,andfillingintheblanks.Summarizingorgistlistening：integratetheheardinformationinapause,inordertoassurethememorizingofinformation.Elaboration:linkupinformationstoredinlongtermmemorywithnewinformation.Transfer:usethestoredlanguageorconceptionknowledgetomakethenewstudytaskssimple.1.3Social/AffectiveStrategiesSocial/affectivestrategiesareconcernedwithsociability,thelearningenvironment,motivation,attitudes,insecurities,andconfidenceandsoon.Inforeignlanguagelearning,motivationisthelearners’aspirationanddesiretolearnaforeignlanguage.Attitudeisthetendencyofthestudents’understanding,emotions,affections,behaviorstoforeignlanguagelearning.Thesensationsofanxietyalwaysrepresentasfearofmakingmistakes,fearoflosingface,orfearoftheteachers’criticismetc.Confidenceisthelearners’affirmativethoughtstotheirabilitiesandknowledgelevel,themoreconfidentpeoplefeel,notafraidofmakingmistakesintheprocessoflanguagelearning,andboldlycommunicatingwithothersinEnglish,thegreatersuccessofstudythatthelearnerwillgain.Krashen（1982）’s“theAffectiveFilterHypothsis”believedthatthesuccessofthesecondlanguageacquisitiondependsonthelearners’emotionfactors.Negativeattitude,includinglackofmotivesorconfidenceandlearningmotivation,isregardedasafilter,hindersthelearners’abilitytoapplytheincominginformation,andmoreover,affectstheeffectoflanguagestudy.SomelinguistssuchasO’Malleyfiguredoutthatsocial/affectivestrategieshavetwomajorareas:interactionwithanotherpersonandrationalcontrolovertheeffect.Generallyspeaking,social/affectivestrategiescanbeusedinexecutingvariouskindsoflearningtasks.Someusefulstrategiesforlisteningcomprehensionareasfollows:Cooperation:solvetheproblems,collecttheinformation,checktheanswers,andobtainthefeedbackoflearningactivitieswiththeclassmates.Questioningforclarification:invitetheteachersorclassmatestorepeat,paraphrase,explainorgiveanexample.Self-talk:manageonesownpsychologyaimingatreducingtheanxietyofsomelearningtaskorstrengtheningconfidenceofsuccess.Listeningstrategiesjusttakelearningstrategiesasitstheoreticalframe,whichcanbedividedintoself-managementmethods,listeningmethods,cooperationandself-adjustmentmethods.2.TheCircumstanceofDomesticandForeignResearchesonListeningComprehensionandListeningStrategies2.1ForeignResearchontheSecondLanguage/ForeignLanguageStudents’ListeningComprehensionStrategiesItwasnotuntilthebeginningof1980sthatresearchingexperimentsonlisteningstrategieswerecarriedoutinwesterncountries.Thesemainlyincludetwoaspects:oneisresearchesonthesecondlanguage/foreignlanguagestudents’listeningcomprehension,theotherisabouttheresearchonthelisteningcomprehensionstrategiestrainingofthesecondlanguage/foreignlanguage.Theformerdiscussesthequestion“whichkindoflisteningstrategyshouldbetaught”;thelatterdiscusses“howtoteachtheselisteningstrategies”.Therearetwomainpairsofstrategytrainingmode:individualtraininganduniversaltraining;implicittrainingandexplicittraining.Basedontherelationshipoflearningmaterials,strategytrainingcanbedividedintoindividualtraininganduniversaltraining(O’Malley&Chamot,1990;Oxford&Leaver,1996).Individualtrainingispurelyawaytoteachlearningstrategieswithoutthecombinationoflearningcontents.Thistrainingmethodcanraisethestudents’strategyawarenessandishelpfultoimprovetheirstrategyabilities.Withtheusageofdiscussionandlectures,Cohen,FlaitzandFeyten(Oxford&Leaver,1996)carriedoutshoretermtrainingsofthestudents,andfoundthatstudentsbenefitedfromit.WhileWenden(Oxford&Leaver,1996)’sexperimentstestifiedthatindividualtraininghadnouseinhelpingthestudentsdiscovertherelationbetweenlearningtasksandstrategies.Universaltrainingreferstothetrainingcombiningwithcommoncourselearning.Withthehelpofthistrainingmethod,thestudentscanhavetheopportunitiestopracticethenewly-teachinglisteningstrategiesinthepracticallisteningtasks,whichcontributetostrategytransferring.Theresearcheshavetestifiedthatuniversaltrainingismoreeffectivethanindividualtraining.Accordingtotheknowledgeleveloflearners,westernstrategytrainingmethodcanalsobeimplicitandexplicittraining.Brown&Palinscar（1982）examinethreedegreesoftraining:blindtraining,informedtraining,andcontrolledtraining.Inblindtraining,thestudentsarenottoldthenameofthestrategy,andalsotheaimsandbasisoftraining,butareonlyaskedtodosomeexerciseswhichcanpromotetheuseofstrategy;ininformedtraining,thestudentsknowthestrategies,theaimsandbasisoftraininginadvance;inthecontrolledtraining,theydonotonlyknowthestrategies,trainingaimsandbasis,butarealsotaughthowtocompare,monitorandevaluatethestrategies.Throughanexperimentamongthestudents,theyfoundthatthestudents’scoresgraduallybecamebetterwiththeimprovementofthethreetraininglevel.O’MalleyandChamot(1990)alsointroducedinsettingtraininganddirecttraining.Ithinkthatblindtrainingandinsettingtrainingbelongtoimplicittraining,andinformedtraining,controlledtraining,anddirecttrainingareallexplicittraining.AsO’MalleyandChamot(1990)havepointedoutthoselearningstrategiesarethespecialthoughtsandbehaviorstakenbythelearnerstohelpthemselvestocomprehend,learn,orkeepinformation.Inotherwords,learningstrategiescontainsbothvisibleouterbehaviorsandinvisibleinnerthinkingprocesses,andtheusageoflisteningstrategiesmaybeconscious,ormaybeunconscious.Sotrainersmustcallupthelearners’sensetochangeabstractinnerthoughtsintoteachableexternalbehaviors.Mostofthewesternresearchersagreewithexplicittrainingwhosesignificantfeatureistobringupthelearners’strategyawareness.Itinvolvestheseaspects:a.findoutthestrategiesusedwhenfinishinglistening;roducenewstrategiesandfigureouttheirimportanceandvalue;c.setanexample;videanumberofexercisestopracticethesestrategies;videopportunitiesforthestudentstodiscussthesituationofstrategyused,andevaluatetheeffect.2.2ResearchesonListeningComprehensionStrategiesinChinaOneofWenQiufang(1995)’sstudiesshowedthatwhenotherconditionsarethesame,thevariationofEnglishlearningstrategieshavedecisiveeffectsuponthelearners’accomplishments.LiuShaolong(1996)didanexperimentontheaspectsofbackgroundknowledgeandlisteningstrategiesforsevenparticipators,inwhichheusedthemethodof“soundthinking”tofollowuptheparticipatorsandanalyzetheirthoughts.Accordingtohisexperiment,whetherprovidedornot,andwhetherpossessedornottherelativebackgroundknowledgeconspicuouslyaffectstheusageandfrequencyoflisteningstrategies.Inthe“ThePsychologyProcessandDevelopmentRulesofForeignLanguageLearning”publishedinthefirstissueof“ThePsychologyPress”,theauthorWangYijue(1984)talkedaboutthepsychologyprocessanddevelopmentrulesofforeignlanguagelearningfromtheviewofpsychology.ProfessorWuYi’anofBeijingforeignlanguageuniversitymadeastudyontheinformationworkingprocessofansweringthesubjectswithdiversifiedselectionsamongChineseEnglishlearnerswiththemethodofself-introspectionin2001.Theresearchpointedoutthatnomatterhowstrongthelanguageabilitiesare,theparticipatorswouldalltransfertheirlanguageornon-languageknowledge.GuiShichun（1992）oncetookanexperimentalresearchonthecourseofEnglishlearningamongChinesestudents.Oneconclusionoftheresearchisthat“l(fā)anguageinformationisasimportantasnon-languageinformationintheprocessoflanguagecommunication”.Inthethesis“TheRelationshipbetweenLearningStrategiesandlistening”,JiangZukang（1994）saidthatlanguagestructurepracticeforthestudentswashelpfultotheircomprehensiveabilitiesoflisteningcomprehension,aswellastheirlisteningcomprehensionabilitiestotherealinformation.InthethesisOntheTeachabilityofListeningLearningStrategies—AnEmpiricalStudyonChineseEFLBeginnerswrittenbySuYuanlian（2021）,TheresultofthisinvestigationpointedoutthatlisteninglearningstrategiesinstructioncanimproveChineseEFLbeginners’transactionalperformance,enhancetheirstrategyawarenessandlisteningconfidence,andpositivelyassistthemtobecomemoreactivelyengagedintheirownlearningprocesses.Thematerialsmentionedaboveprovethatlisteningstrategyvitallyinfluenceslisteningcomprehension.Thereforestrategytrainingisaneffectivewaytoimprovestudents’autonomyintheirlisteningstudy.Thepresentcircumstanceofdomesticandforeignresearchesonlisteningcomprehensionandlisteningstrategiesshowthateventhoughitisdifficulttojudgewhichstrategyisbettertobetaught,orwhichstrategiestrainingplanismuchbetter,theresearcherscouldbesurethatstrategiestrainingiscontributivetoarousethestudents’interestsinlanguagelearning.Sothatinlisteningteaching,theteachersnotonlyhavetoprovideopportunitiesoflisteningpracticetothestudents,butalsoneedtostrengthenlisteningstrategiestraining.3.ListeningStrategiesTraining3.1BasicPrinciplesofListeningStrategiesTrainingLearningstrategieschangethemselvesinordertofitdifferentlearningtasks,andthisfactindicatesthatitisfeasibletochangethestudents’learningactivitiesbytraining.Butlearningstrategiestrainingisanextremelycomplexissue.Itrequirestheteachershavetoprepareandplanseriously.Firstly,theteachersneedtoanalyzethelearners’formerstrategies,andselectsomehelpfulstrategiesonthebaseoftheseformerones,thenworkoutmethodstoteachthesestrategiesinturn.Whatismore,intheprocessoflisteningstrategiestraining,apartoflearnerswillhavethepsychologyofrefusingtoaccept,whileasO’MalleyandChamot（1990）hadfiguredoutthatthelearnerswhotookaboycottattitudetothelearningstrategiesaremostlythepeoplewhoneedstrategiestraining.Somelisteningstrategiestrainingwhichweredonebytheforeignresearchersofthesecondlanguageacquisitiongiveusagreatmanyhelps.O’Malleyoncedidanexperimentwhichcoveredstrategiesofmetacognitive,cognitive,andsocial/affectivetotestwhetherstrategytraininginlisteningteachingwaseffective.Fromitsresultswecouldfindthattheeffectofstrategiestrainingwasinfluencedbytheselectionofteachingmaterials.Forexample,ifwechoosethehumanitynewsorthematerialsstudentsareinterestedinandnotdifficulttobeunderstoodaslisteningmaterials,thetrainingwouldbemoreeffective.Therefore,onlisteningstrategiestraining,weshouldpayattentiontowhetherthematerialsareinterestingandscientific,thedegreeofdifficultyofthematerials,andhowtokeepthetrainingmethodsinterestingandscientific.Secondlycognitivestrategies,metacognitivestrategiesandsocial/affectivestrategiesareconcurrentlyused,andmeanwhileteachersmustadheretotherule“studentsarethecenter”.Thirdlyintheaspectofsocial/affectivestrategies,theteachersneedtocreateajoyful,vivid,friendly,andharmoniousatmosphereinclassteaching,focusonthecooperationtrainingamongthestudents,strengthenthestudents’confidenceoflearning,donotusemanylisteningactivitiestotestthestudents’listeningabilities,encouragethemtocommunicatewithothersinEnglish,andassumeanacceptableandtolerantmoodtothedifferencesamongstudents.3.2TheContentsofListeningStrategiesTrainingFromtheviewofcognitivepsychology,thelisteningcomprehensionprocesscanbedividedintothebottom-upprocessandthetop-bottomprocess,inacorrespondingwaytherearealsotwolisteningmethods:oneisbottom-uplisteningmethod;theotheristop-bottomlisteningmethod.Intheprocessoflisteningstrategiestraining,both“bottom-up”and“top-bottom”takeeffectatthesametime.Ifthestudentswanttoachievebetterlisteningabilities,theyshouldusethetwomethodsatonetime.Nomatterwhenlearnerswillgiveundueemphasisto“bottom-up”,andwhenlearnerswillemphasize“top-bottom”,itmainlydependsonifthelistenersarefamiliarwiththematerials,whatisthebackgroundknowledge,andwhatisthelisteners’aim.Referringto“bottom-up”listeningmethod,itincludestheusageofnote-taking,meaningsconjecturing,keywordsidentifying,associatedwords,pronunciation,andintonationofstrategiestraining;whilestrategiesofconjecturing,inference,predictionetc.belongto“top-bottom”listeningcomprehensionmethod.Basedonthequestionnairetakenatmypracticaltrainingschool,inthesecondaryschoolEnglishteaching,weneedtopayclosenoticetothesefollowingskillstraining:1)Theskillofconjecturingmeaningsofthewordsonthebaseofcontexts:Intheprocessoflistening,everyonewouldprobablycomeacrossastrangerword,andsometimesitmaybeakeyword,mostofthestudentshaltatthewordsinsteadofproceedingtolisteningtotherestofthetapethatmakesthemlosesomeimportantdetails.Undersuchsituationtheteachersshouldtellthestudentsnottopaymuchattentiontothemeaningofacertainnewword,buttofocusoncomprehendingthelanguageenvironmentandthewholecontents.Aftercompletingallthetape,we’dbetterinferthemeaningofthenewwordwiththeuseofgrammarknowledge,wordformation,logicalreasoning,experience,orcommonsenseaccordingtothecontext,andthenattaintocomprehendthelisteningmaterials.2)Theskillofcatchingthesignificantinformation：Whenwelistentothetape,wecannotgetandalsoneednotmakeeverywordclear,whatisimportantistogetthekeywordandcatchthesignificantinformation.Forexample,whenthestudentslistentoastory,teacherscanaskthemtokeepaneyeontime,address,characters,events,reasonsandsoon.Whenlisteningtoashortpassage,wecanletthestudentsnoticethefirstsentenceandtheending.Throughthiskindofexercise,letthestudentslearntopickupthekeyinformationfromthelisteningmaterialsgradually.3)Theskillofpredictionbeforelistening:Itreferstopredicatethecontentsthatwillbeheardlaterinthetermsoflimitedwrittenmaterials,ortopredicatewhetherthecontentshavenotbeenheardonthebaseoftheheardones.Tocultivateandtrainthestudents’predicationskillscanimprovethecorrectnessandaccuracyoftheirlisteningcomprehension.4)Theskillofmemorizingtheheardcontents:Itoccupiesoneofthemajortroublesinlistening.Frequently,whilethestudentsarelistening,theyareoftheopinionthattheyhavecaughtthepassage,butdonotrememberanythingwhileansweringquestions.Soitisveryimportanttoreformthemethodsofmemorizing.5)Theskilloflogicalreasoning:Inferenceisathinkingstylethatistoinferanewdetermineinthelightofoneormorethanoneknowndetermination.Whenlisteningtotheconversation,thelistenersparticularlyhavetolearntoinfertheimpliedmeanings.Forthinkingofsomereasons,thespeakersdonotalwaysexpressthemselvesdirectly,andmakeadetourtoanswerthequestionsinstead.Itrequeststhelistenersmustcomprehendthespeakers’exactmeaningsimmediatelyfromtheindirectanswer.3.3TheModeofListeningStrategiesTrainingFirstofall,withreferencetolisteningteachinginclass,themostnaturalandeffectivelisteningpracticalactivitythatcanbeprovidedtothestudentsisthewaytheteachersgreet,quiz,order,explain,andtellinterestingnewstothestudents.Thesematerialsintroducedtotheclassshouldberealsuchastheconversationsfromthevariousscenesoftheoutsideworld,andfurthermore,itwillbebenefittosimulatepeople’slisteningactionsaswellaslisteningcomprehensioninthereallife,supposingthattheconversationcontainsallmannersofvoicesandaccents.Second,payattentiontothearrangementofteachingformula.Listeningteachingshouldtaketheprocessastheprinciplething,butnotonlycenterontheresult.Generallyspeaking,therearethreestages,“pre-listening”,“mid-listening”and“after-listening”.Relativelytheteachersareabletoarrangepresentation,practice,andproduction.Concretelyspeaking,therearethreesteps:1)Pre-listeningactionsarethecrucialstepinlisteningteaching.Inthisstage,theteachersmakethestudentsfamiliarwiththestyleofcontentsandtopicswhichwillbeheardfirstly,thenintroduceculturebackgroundknowledgerelatedtothelisteningmaterials,soastobootorreplenishlongtermmemory,thenencouragethestudentstotakepartinallkindsofwarm-upactivities,Forinstance,discusstherelativepicturesandexperience,associatewithsometopicinthinking,predicatetheinformationthatwillbeheard,andwritedownthequestionsaroundthistopic.Whatismore,theteacherscouldalsosupplywithkeywordsoraskquestionsrelatedtothelisteningmaterialsinturn.Finally,helpthestudentstomakesuretheiraims,inorderthatmakethemclearlyknowwhichinformationshouldbepaidattentionto,orwhichdegreeofdetailsneedstobecaught,etc.Takeonelisteninglessoninmygraduationfieldworkforexample,forthisconversationisabouthowtousetheinternetwisely,Ishowashortplaytothestudents,aswella