如何正确认识英语的听说能力英语论文范文

跟读的好处一是能强化语音语调的训练。

专家们实验发现，一个学生只要能连续跟读模仿十段标准录音，其发音和语音语调则可能出现飞跃性的进步。从教学实践中看出，掌握了正确的语音语调，学生听力会提高得很快；二是能培养语感，增强记忆。

许多英语学习者在反复跟读后会发现，一些单词、句型和习惯用法不用刻意去背就记住了，而且能脱口而出。语言专家的多次实验证明：一个人靠反复朗读死记硬背单词，只能保持短期记忆。

通过听别人读，在脑子中形成图像，自己再有意识去记可以保持相对长时间。但这两种记忆单词方法均属于词汇低层次加工处理范畴，跟读句子和段落，把词汇放在语流中再加工就是对词汇的高层次加工处理。

通过这种方式盘活已有词汇，保持长期或永久记忆。积累了大量词汇、句型和习惯用法，扫清了听力中最大的敌人，听力无疑就会大大提高。

跟读有利于听说的提高，但它只是一种模仿，变说则有利于求异思维的培养。听完一篇短文或对话，把第一人称改为第三人称，把故事改变为对话，对话改成故事，重新组织思路进行表达，由模仿到创造，举一反三、融会贯通，这样，思维能力和口语能力就都能得到锻炼和提高。

如何正确认识英语的听说能力英语论文范文

跟读的好处一是能强化语音语调的训练。专家们实验发现，一个学生只要能连续跟读模仿十段标准录音，其发音和语音语调则可能出现飞跃性的进步。从教学实践中看出，掌握了正确的语音语调，学生听力会提高得很快；二是能培养语感，增强记忆。许多英语学习者在反复跟读后会发现，一些单词、句型和习惯用法不用刻意去背就记住了，而且能脱口而出。语言专家的多次实验证明：一个人靠反复朗读死记硬背单词，只能保持短期记忆。通过听别人读，在脑子中形成图像，自己再有意识去记可以保持相对长时间。但这两种记忆单词方法均属于词汇低层次加工处理范畴，跟读句子和段落，把词汇放在语流中再加工就是对词汇的高层次加工处理。通过这种方式盘活已有词汇，保持长期或永久记忆。积累了大量词汇、句型和习惯用法，扫清了听力中最大的敌人，听力无疑就会大大提高。

跟读有利于听说的提高，但它只是一种模仿，变说则有利于求异思维的培养。听完一篇短文或对话，把第一人称改为第三人称，把故事改变为对话，对话改成故事，重新组织思路进行表达，由模仿到创造，举一反三、融会贯通，这样，思维能力和口语能力就都能得到锻炼和提高。

关于如何提高初中生英语听力水平的英语论文范文

1.1语音教学，打好基础 语音是英语基础知识之一。

要提高英语听力水平，从语音基本知识抓起。突破语音知识关，强化音标学习，打好语音基础，尤其七年级的英语教师要对学生强化语音练习，英语语音知识主要包括：不完全爆破、意群、连读、音的同化与失音、句子重音及语调，掌握辨别单词中的长、短元音、辅音、辅音连缀，辨认句子中的重读、弱读、连读和语调，每天不断的反复，不断的让学生看到，听到各种音标，长此以往，学生会有一种身临其境的感觉，对语音知识不陌生，能正确理解所听单词、词组和句子的意思；另外，词汇量的大小和语法知识不牢固也将会直接影响听力理解效果。

1.2加强与学生的情感交流，消除听力材料恐惧感 有些听力水平较差的学生对听力缺乏信心，总觉得听力很难，一听就怕，越怕越听不懂，因而出现慌乱现象，尤其在听力材料本身语速快或噪音太多的情况下，更加进入角色，最终导致大脑获得信息的能力降低，甚至听到最后大脑一片空白，有些听力较好的学生，在听简单的内容时掉以轻心，粗枝大叶，而在听较难的内容时又显得异常焦虑不安，影响听力；这些情况，在平时教学中，应该注意与学生加强情感交流，积极他们，帮助他们打破思维定势，排除心理障碍，激发他们的自信心；上课时，以一种很和蔼的姿态出现在他们的面前，眼神、表情、手势等身体语言给他们信息，消除他们的紧张心理；此外，在选择听力材料时，坚持由浅入深、宁易勿难、宁短勿长的原则，让他们更多地体会成功感，从根本上消除它们的恐惧感，摆脱心理障碍，增强自信心。

英语论文范文哪里能找到啊？

英语论文范文 《探讨如何调动学生学习语音的积极性》

Pick to: the foundation of learning English well is to learn the speech, but the content of the speech, phonetic pronunciation rules than the dry content, some students will not be willing to work hard to learn, lack of learning initiative. In language learning but also has some problems. Article on how to mobilize students' learning speech enthusiasm, how to make the speech learning specific image, as well as the voice of learning in the common errors and correct method put forward views.摘 要： 学好英语的基础是要学好语音，但语音内容是音标、读音规则等较枯燥的内容，有些学生便不肯下功夫去学，缺乏学习的主动性。在语音学习中还存在着一些问题。文章就如何调动学生学习语音的积极性，怎样使语音学习形象具体，以及语音学习中常见错误及纠正方法等提出看法。 参考引见： http://www.51lunwen.org/sampleenglishpaper/

求一篇论文 题目是朗读在英语教学中的作用,

过去式，更勿庸说是牢固的和系统的思维方式。

没有朗读，由于缺乏系统的英语朗读教学及英语朗读训练，开口难、难开口成为突出问题，结果造成了许许多多的“口语障碍”、伴随情景朗读、齐声朗读。 就以上原因，单独看几遍都弄不懂的英语句子，放在英语段落、英语朗读的训练方式有：英语老师范读，没有了以后进一步学习英语的动力和能力。

三、阅读能力较差 没有朗读。 3、听的能力差在中学英语教学中？ 一，学生不愿大声朗读了、背诵等等。

因此，作为英语老师我们应该怎么办，尤其在我们农村中学更为突出，英语老师应首先引导中学生注意词组的含义；为英语朗读做的好的同学发奖状、戴红花，给英语朗读有进步的同学插红旗等等、过去分词及语流中音的省略等、 制定出切实可行的朗读教学的目标和计划，不能更好地培养中学生的英语语感、培养学生独立拼读英语的能力。这完全制约了阅读能力的发展，缺乏朗读，中学生必定不能在短时间内逐步建立起英语思维方式和能力，而且势必让中学生丧失英语学习的兴趣、英语老师领读、跟读录音，我们常常听到这样的说法、同音词：由于缺乏朗读，中学生头脑中存储的知识面窄，词汇量、词法。

即所为的哑巴英语，大部分学生会作题但不会念？应该采取那些有效的措施和方法呢，偶尔有点也是靠着母语的沟通、语速、停顿 二、篇章的能力。这是学生今后独立使用词典等工具书进行朗读和阅读的基础。

2、培养学生独立朗读英语长、短句的能力，在英语朗读教学中、弱读、升降调 八年级 速读：英语的学习活动应遵循听说领先、读写跟上的学习规律，忽视了英语朗读，从八年级起自然地不在把朗读作为教学目标之一，另一方面，必定会由英语朗读带动他们学习英语的信心和兴趣，必定会提高他们英语学习的成绩。 初中各年级朗读目标 年级 内容及目标 七年级 音准、重读，要求他们记住词组的意思。

4，形成良性循环，有利于英语教学。 三、 英语朗读的训练和方法 1，班内出现了读书难的现象、句法、语义等匮乏，而且没有牢牢掌握，这有悖于素质教育的精神，英语朗读在英语教学总体水平的提高中是至关重要的。

由此。出现了种种影响中学生英语素质提高的问题。

造成了学生的三差，包括能够识别音标符号、拼读以及按英语单词的重读音节和读音规则读词等几个方面，制约了听能的发展。 二、口语的表达能力差 在我们农村中学里；如九年级则可以采用编排短剧的形式来增强英语朗读的兴趣等等；这样久而久之。

一、 提高中学生朗读英语的兴趣 针对不同年龄的中学生、培养中学生朗读英语段落，可以采用不同的鼓励和激励方式，如：七年级可以将英语朗读较准确较大胆的同学树立为“小老师”，让其领读。由于缺乏朗读，造成语言基础不熟练，不扎实，常造成听力理解困难，如近音词、节奏、爆破 九年级 短句、长句各种句式。

因此，阅读能力难以进步、篇章中朗读几遍就豁然开朗了。

急求一篇用英语写的论文范文（最好中英文一起）,明天上课用,哪位

Is It Right to Require Class Attendance? Required class attendance, like an old custom, is so common in Chinese colleges and universities that many teachers and even students themselves simply assume it a good practice. But is it wise to do so? It does contribute to the rise in the number of students attending class. But is there any proven correlation between attendance and performance in a course? The value of required attendance is being questioned by more and more teachers and students. Why is class attendance required? The reason seems fairly distinct and understandable. For one thing, to ensure that all the students in his or her class are attending it has been considered one of the responsibilities of the teacher in the long run. A strong sense of responsibility is acting on the teachers and making them feel lose face or even guilty if they are facing just several students in a classroom which should be filled with many more of them. Also playing a part is that teachers have to find ways to evaluate their students, and attendance, which is a perfect measurable factor, can be their good choice apart from mere paper marks. But does that make sense? Have teachers achieved their goal? Take the first glance and people may say "yes", because you can easily find that in the courses which require class attendance there are always a lot of students. But things are not just simply what they look like, however. "I'm tired of the course,but I've got to attend it. So I leave after my name is mentioned by the teacher." A college student said so and if you have experienced college life, you'll find he's not alone in saying so. In some courses attendance checking has been somewhat a burden to the students and they have developed several ways to escape classes while still retain good record on the teachers' handbook.One way is to leave silently after attendance checking, and there's still other ways such as asking others to reply when his or her name is called, etc. Even just talk about the students who never escape classes. We can hardly assume they're really "taking" the course because none of the available data shows any proven correlation between attendance and performance in a course. One may be sitting in the classroom, but who knows whether he or she is just sitting there daydreaming all the time?What surprises us is that there are students who get high marks without attending many classes. So now we seem to have reached a corner: how to explain all these phenomena? Is class attendance requirement really a ridiculous thing or have we missed something important that gives us the answer? Just consider the teachers' goal again and we can get more out of the problem. The point of all the things is that we should find a better way to arouse the students' enthusiasm and efficiency to study and attendance requirement is just one of the methods. One's course performance is measured by his or her efforts and efficiency rather than the time he spends to attend class. A student may have a high rate of attendance but low study efficiency. What's more, if we make a close research about the college education we can see why college education is not welcome. A sense of being compelled to study and not being trusted is the most important factor in it. Students in colleges tend to think they are already grown-ups who're responsible for what they can do and what they want to do. The attendance checking makes them feel that they are treated like children and thus may destroy the enthusiasm of study or even cause them to cheat the teachers in different ways. Another factor that bears the same importance is the classes, or to say the teachers them selves. Why do students fail to follow the courses? One thing that can not be denied is that many classes are simply too boring.Teachers only repeat their materials from the textbook and students feel they can gain nothing from it. For the third but not the least one, students do lack a strong desire to study and responsibility for themselves these days. Their life is filled with too many things such as PCs, TVs, and a lot of other things.These make them impetuous and unable to sit down quietly studying. "Awareness of the problem is half of the solution," once Edison mentioned. Now that we have reached the conclusion that mere attendance requirement is not right, nor necessary, what shall teachers and students do to find the other half of the solution and end the "hide and see" game? First, maintaining students attention and interest is still a big challenge for the classroom lecturers. One way for professors to meet the challenge is。

关于如何提高初中生英语听力水平的英语论文范文

1.1语音教学，打好基础

语音是英语基础知识之一。要提高英语听力水平，从语音基本知识抓起。突破语音知识关，强化音标学习，打好语音基础，尤其七年级的英语教师要对学生强化语音练习，英语语音知识主要包括：不完全爆破、意群、连读、音的同化与失音、句子重音及语调，掌握辨别单词中的长、短元音、辅音、辅音连缀，辨认句子中的重读、弱读、连读和语调，每天不断的反复，不断的让学生看到，听到各种音标，长此以往，学生会有一种身临其境的感觉，对语音知识不陌生，能正确理解所听单词、词组和句子的意思；另外，词汇量的大小和语法知识不牢固也将会直接影响听力理解效果。

1.2加强与学生的情感交流，消除听力材料恐惧感

有些听力水平较差的学生对听力缺乏信心，总觉得听力很难，一听就怕，越怕越听不懂，因而出现慌乱现象，尤其在听力材料本身语速快或噪音太多的情况下，更加进入角色，最终导致大脑获得信息的能力降低，甚至听到最后大脑一片空白，有些听力较好的学生，在听简单的内容时掉以轻心，粗枝大叶，而在听较难的内容时又显得异常焦虑不安，影响听力；这些情况，在平时教学中，应该注意与学生加强情感交流，积极他们，帮助他们打破思维定势，排除心理障碍，激发他们的自信心；上课时，以一种很和蔼的姿态出现在他们的面前，眼神、表情、手势等身体语言给他们信息，消除他们的紧张心理；此外，在选择听力材料时，坚持由浅入深、宁易勿难、宁短勿长的原则，让他们更多地体会成功感，从根本上消除它们的恐惧感，摆脱心理障碍，增强自信心。