听力作为“四会”能力之首,要求教师在实施课堂教学的过程中,有意识地从“听”人手进行教学,无疑是进行听力教学通常且行之有效的训练手段。遗憾的是,我们的听力教学效果并不尽人意。一、英语听力教学中存在的问题和不足1.语言差异明显,学生易受母语的干扰。语言因素包括语言知识与语言技能。英语与汉语不属同一语系。两者的语音、语调、词汇、句子结构有很大的差异,这就必然为学生听英语带来极大的困难。语音知识是听力理解的基础,如果学生对英语的词组、句型、语法结构等知识没有扎实的基础,对听力内容的理解就会产生困难,听力活动就难以有效进行。许多学生在听到一段语音信息后,常受母语干扰,习惯用中文逐字逐句翻译出来,而不能直接将语音信息转化为一定的情 Listening is the first of its ability to teach “four sessions,” and it is undoubtedly the most common and effective training method for listening comprehension. It requires teachers to consciously learn from “listening” in the process of implementing classroom teaching. Unfortunately, our listening teaching is less than satisfactory. First, the problems in English listening teaching and deficiencies 1. Language differences are obvious, students are susceptible to interference in their native languages. Language factors include language knowledge and language skills. English and Chinese are not the same language. The pronunciation, intonation, vocabulary and sentence structure of the two have great differences, which inevitably brings great difficulties for students to listen to English. Phonetic knowledge is the basis of listening comprehension. If students do not have a solid foundation of knowledge of English phrases, sentence patterns, grammatical structures, etc., they will find it difficult to understand their listening comprehension and difficult to effectively conduct their listening comprehension. After listening to some voice messages, many students are often disturbed by their native language and are often used to translate them verbatim in one sentence instead of translating the voice messages into certain emotions