probe160into160listening160teaching’s160common160problems160in160junior160high160_sc(编辑修改稿)

probe160into160listening160teaching’s160common160problems160in160junior160high160_sc(编辑修改稿)内容摘要：

hese, many students plain that they cannot find appropriate listening materials. At the same time, teachers provide little necessary inspection and instruction. Chapter Two The Analysis of These Problems . The violation of listening theory In the 1960s an American linguists Krashen put forward his second language acquisition theory, which attracted worldwide attention in the field of language teaching from a new perspective. The famous theory consists of five linked“ hypothesis”: input, acquisition, monitor, natural order and affective filter. The Input hypothesis is simply stated by Krashen(1985:2,cited from Vivian Cook,1983:55)“ human acquire knowledge in only one way— by understanding messages or by receiving prehensible input” In order to stimulate language acquisition of students, the teacher should provide them with optimal input. Krashen (1982,cited from Ni Xiuying,20xx:49)states that“ There are four factors for the optimal input: prehensible, interesting and listening relevant, not formfocused and quantitative.” The convenient listening teaching lacks „reallife‟ listening characteristics. The artificial textswithquestions make students do listening exercise with little motivation. Because the students listen to the text without knowing much about what they are going to hear or what they are listening for, and then have to answer prehension questions usually multiplechoice. If the listening materials without any hint are not interesting, the students are very likely to fail the listening. In Krashen‟s theory,‘ the Affective Filter’ Hypothesis describes variation between learners to their psychological states. If the filter is‘ up‟, it means the listener is unmotivated, lacking in selfconfidence or anxious. Most of the time, the listening class was regarded as a boring thing by students for their filter is always „up‟ in class. One of the factors of optimal input is quantitative. As Krashen(1982:30,cited from Ni Xiuying,20xx:49) believes“ an approach that provides substantial quantities of prehensible input will do much better than any of the older approaches” . In junior high schools, the students may have two periods of listening class a week. Although they will listen as much as possible, it is still not enough for them to improve listening in the long run. Substantial quantities of prehensible input can be guaranteed not only by classroom listening but also by outsideclassroom listening. Hence, the teachers should provide the students with appropriate materials that have been graded after class. The English films and video may be sometimes difficult for the junior high school students。 the other choice would be English teaching video or special English of VOA. According to the optimal input, the students must be exposed to substantial quantities. Krashen emphasized “ optimal input” . Meantime, he also put forward the input principle of i+1. This is conceptualised by Krashen in terms of the learner‟s current level called i and the level that the learner will get to next, called i+1.(Vivian Cook,1983:53). For the learner to progress rather than remain static the input has always to be slightly beyond the level at which he or she is pletely at home. If the students level is “i＂ , the teachers should provide practice with the level of “i+1” for them. During practical teaching, the teachers play more emphasis to the result. They hope to see a scene that all the students find all the correct answers on first hearing. In fact, it just reflects oversimple tasks and little progress in listening have been made. It means the students present level is “i” and the teachers have provided practice with the level of “i” for them. Such a task cannot attract their interest and encourage them to progress. . The restraint of teacher’s quality Listening prehension petence is a kind of ability which is important yet hard to grasp. An effective way to improve listening ability is to make strategic training. In the course of it, the teacher plays a very important role. Most teachers hardly do some more deep research on listening, although they have received professional training and possessed large quantity of professional knowledge. Teachers were misled by traditional teaching models, and they have been thinking that listening teaching is an easy task. They scarcely learn the essence of listening prehension process. Therefore, it is not easy for them to make the construction of listening strategies. Listening prehension is an actively cognitive process in which various linguistic petence, background knowledge and thinking ability functioning together. LeleMaricia (1995) thinks listening prehension includes two types of processing. According to Rost, those are topdown processing and bottomup processing. These two information producing process include phonological perception, word recognition, grammatical analysis and contextual inferencing(Yang Jianding,20xx:67). It is important for listeners to operate from both directions since both can offer keys to determining the meaning of spoken discourse. The features of psychological process of listening prehension demand that strategies concerned with listening must be used in the prehension process in order to understand speakers‟ information promptly and correctly. All of the four processes are important for teachers to keep in mind as they teach. They are all relevant to a learner‟s purpose for listening, to performance factors that may cause difficulty in processing speech, to overall principles teachers make of what techniques to use and when to use them in classroom. . The violation of student’s psychological characteristics Nowadays, in China, the adolescent who are at the age set from 12 to 18 usually go to middle school. Because the st。