1、ACKNOWLEDGEMENTSFIRSTOFALL,IWOULDLIKETOEXPRESSMYGRATITUDETOALLTHOSEWHOHELPEDMEDURINGTHEWRITINGOFTHISTHESISSECOND,IGRATEFULLYACKNOWLEDGETHEHELPOFMYSUPERVISOR,MSCHENJINJIN,WHOHASOFFEREDMEVALUABLESUGGESTIONSINTHEACADEMICSTUDIESSHEHASWALKEDMETHROUGHALLTHESTAGESOFTHEWRITINGOFTHISTHESISWITHOUTHISCONSISTEN
2、TANDILLUMINATINGINSTRUCTION,THISTHESISCOULDNOTHAVEREACHEDITSPRESENTFORMLASTMYTHANKSWOULDGOTOMYBELOVEDFAMILYFORTHEIRLOVINGCONSIDERATIONSANDGREATCONFIDENCEINMEALLTHROUGHTHESEYEARSIALSOOWEMYSINCEREGRATITUDETOMYFRIENDSANDMYFELLOWCLASSMATESWHOGAVEMETHEIRHELPANDTIMEINLISTENINGTOMEANDHELPINGMEWORKOUTMYPROB
3、LEMSDURINGTHEDIFFICULTCOURSEOFTHETHESISABSTRACTENGLISHHASBEENTHEIMPORTANTELEMENTOFCHINESEBASICEDUCATIONFORYEARS,ANDITISALSOONEOFTHECOMPULSORYCOURSESOFMIDDLESCHOOLEDUCATIONHOWEVER,WITHTHEDEVELOPMENTOFEDUCATION,CHINESEMIDDLESCHOOLSTUDENTSDONOTHAVEANEQUALPERFORMANCEINENGLISHLISTENING,SPEAKING,READINGOR
4、WRITINGESPECIALLYTHEIRLISTENINGANDSPEAKINGPERFORMANCEARETHELEASTFAVORABLEBASEDONTHISFACT,MANYRESEARCHERSANDEDUCATIONALISTSHAVEDEVOTEDTHEMSELVESINTHERESEARCHONHOWTOIMPROVETHELISTENINGANDSPEAKINGABILITIESTHISTHESISMAINLYSTUDIESTHEENGLISHEDUCATIONATMIDDLESCHOOL,TRIESTOANALYZETHEMAINREASONSFORTHEPOORPER
5、FORMANCEOFCHINESESTUDENTSINENGLISHSPEAKINGANDLISTENINGANDGIVESTHEINDICATIONSHOWTOCHANGETHEADVERSESITUATIONTHEAUTHORFURTHERPROBESTHEINFLUENTIALFACTORSFROMTHEPERSPECTIVESOFPSYCHOLOGY,ENVIRONMENT,MEMORIESANDOTHERLINGUISTICFACTORS,ANDPROPOSESTHERELEVANTSUGGESTIONS,HOPINGTOENLIGHTENTHEENGLISHEDUCATIONALI
6、STSANDSTUDENTSATMIDDLESCHOOLONHOWTOACHIEVETHEOVERALLIMPROVEMENTOFTHELANGUAGESKILLSKEYWORDSENGLISHLISTENINGSKILLSENGLISHSPEAKINGSKILLMIDDLESCHOOL摘要多年来，英语已经成为中国基础教育的一个重要组成部分，是初中阶段的必修课目之一。然而，随着教育的不断进步，中国的中学生并没能在英语的听、说、读、写这四个方面做到均衡发展，其中尤以听力和口语的表现最差。基于此，许多中国学者及教育人士将如何提高英语听说能力定为他们的一个重要研究课题。本文将视野放在中国的初中阶段教
7、育，试图通过分析初中生听力和口语能力低下的主要原因来给出改变现状的建议。本文探讨了影响学生听力和口语技巧的心理，环境，记忆力及语言影响等因素，试图找出背后的原因，并给出相关建议，以期能帮助更多初中阶段的英语教育者及学生得到启示。关键词英语听力能力；英语口语能力；初中CONTENTS1INTRODUCTION12THEIMPORTANCEOFLISTENINGANDSPEAKINGSKILLS33THEFACTORSAFFECTINGENGLISHLISTENINGANDSPEAKINGSKILLS431FACTORSAFFECTINGENGLISHSPEAKING4311VOCABULARY4
8、312FEWCONFIDENCE5313GOODENVIRONMENT632FACTORSAFFECTINGENGLISHLISTENING7321PHONETICS7322MEMORIES8323PSYCHOLOGY84IMPROVEMENTOFTHESKILLS941SKILLSONENGLISHSPEAKING9411RECITATIONOFTHETEXTS9412EXERCISE9413READINGALOUD1042SKILLSONLISTENINGCOMPREHENSION10421FORECASTING10422FINDINGKEYWORDS10423TAKINGSIMPLENO
9、TES115CONCLUSION12REFERENCES13目录一、引言1二、听说能力的重要性3三、影响听说能力的因素4（一）影响英语口语能力的因素41、词汇42、缺乏自信53、良好的环境6（二）影响英语听力能力的因素71、语音72、记忆力83、心理学8四听说能力提高的方法9（一）英语口语的技巧91、课文的背诵92、充分的练习93、大声的朗读10（二）英语听力的技巧101、预测内容102、找关键字103、做简单笔记11五总结12参考文献131IINTRODUCTIONACCORDINGTOTHEDEVELOPMENTOFHUMANCOGNITIVESCIENCE,WEMAYFINDTHATTH
10、EMIDDLESCHOOLSTUDENTSAREEXPERIENCINGATRANSITIONALPERIODWHENTHEPERCEPTIONOFTHEEXTERNALWORLDISBASICALLYFORMEDTHEMAINFEATUREOFTHESTUDENTSATTHISSTAGEISTHATTHEYBEGINTOCONDUCTTHELOGICDEDUCTIONTEENAGERSUNDER15HAVEMOREACUTEVISUALANDAUDIOSENSATIONTHANTHEADULTSTHEIRMEMORYABILITYGETDEVELOPEDGREATLY,ANDTHEYTEND
11、TOMEMORIZETHINGSFORCERTAINPURPOSESHOWTOTAKETHEADVANTAGEOFSUCHFEATURESOFTHISPERIODISIMPORTANTTOTHEBETTERDEVELOPMENTOFTHETEENAGERSINALIFELONGCOURSEANDCERTAINLYBENEFITTHESTUDENTSPERSONALACQUISITIONOFENGLISHENGLISHISACOMPULSORYSUBJECTINCHINASEDUCATIONSYSTEMACCORDINGTOTHESTANDARDOFENGLISHTEACHINGGUIDELIN
12、E,THESTUDENTSAREREQUIREDTOOBTAINTHEOVERALLENGLISHABILITIESINTHEIRMIDDLESCHOOLSTUDIESTHENATIONALMINISTRYOFEDUCATION,2001THEIRSTUDYCANNOTBERESTRICTEDTOMEMORIZINGTHEWORDS,OREXPRESSINGTHEIRMINDSINWRITINGINSTEAD,THEYAREASKEDTOSHOWTHEBASICACQUISITIONOFENGLISHSPEAKINGANDLISTENINGAMONGALLTHESKILLS,ENGLISHLI
13、STENING,READING,ANDINCLUDINGTHEWRITINGANDSPEAKINGANDEACHOFTHEMISEVALUATEDBYCERTAINSTANDARDSTHESESTANDARDSFORENGLISHSPEAKINGANDLISTENINGSTRESSTWOKEYWORDS,COMPREHENSIONANDCOMMUNICATIONTHENATIONALMINISTRYOFEDUCATION,2001ONTHEONEHAND,THESTUDENTSNEEDTOUNDERSTANDTHEDIALOGUESINTHECONTEXTASWELLASTHEINTENTIO
14、NOFTHESPEAKERSONTHEOTHERHAND,THEYAREFURTHERENCOURAGEDTODOSOMESIMPLECONVERSATIONSWITHOTHERPEOPLEINTHISLANGUAGEITISNOTDIFFICULTTOFINDTHATTOREACTTOTHECONVERSATIONSPROPERLYCALLSFORTHEUNDERSTANDINGOFTHEVERBALWORDSFROMTHESPEAKERS,SOTHATBOTHSKILLSAREMANGLEDWITHEACHOTHERTHEN,THEBETTERLISTENINGSKILLSAREALSOE
15、XPECTEDTOACHIEVEWITHASSUMPTIONSOFTHESPEAKERSWORDSAGAINTHEYARENOTINDEPENDENTSKILLS,BUTTOGETHERCANPRODUCEAGOODCOMPREHENSIBLECOMMUNICATIONOUTPUTALTHOUGHENGLISHSPEAKINGANDLISTENINGSKILLSAREBOTHIMPORTANT,CHINESESTUDENTSARECOMMONLYFOUNDTOHAVEABETTERPERFORMANCEINTHEOTHERTWOSKILLS,READINGANDWRITINGTHECHINES
16、ESTUDENTSSPEAKTHESPECIALIZEDLANGUAGETYPE,CHINGLISH,BUTMOREIMPORTANTLYTHEYAREAFRAIDTOTALKORCOMMUNICATEWITHTHEOTHERSTHEIRLISTENINGANDSPEAKINGSKILLSBECOMETHEWEAKNESSESOFTHEOVERALLDEVELOPMENTOFTHESKILLSGIVENONTHISFACT,THEAUTHORTRIESTOPROBETHESTATUSQUOOFTHEENGLISHSPEAKINGANDLISTENINGSKILLSATCHINESEMIDDLE
17、SCHOOLSINCEENGLISHSPEAKINGANDLISTENINGISTHATIMPORTANT,THEREAREALOTOF2RESEARCHERSWHOHAVEINDULGEDTHEMSELVESINTHERESEARCHONHOWTOACCOMPLISHTHEOBJECTIVESINMIDDLESCHOOLSTUDENTSBASICALLY,ALLTHEDOMESTICSTUDIESAREPLACEDINTHETEACHINGFIELD,ESPECIALLYEMPHASIZINGTHEIMPORTANCEOFCREATINGANIMPORTANTANDCOMMUNICATIVE
18、LEARNINGENVIRONMENT,ASTHEYCONSIDERTHETEACHERSROLEINTHELANGUAGELEARNINGPROCESSZHONG2003,P98DEFINESTHETASKSOFENGLISHCLASSROOMTEACHINGANDSTRESSESTHESTATUSOFENGLISHLEARNINGATMOSPHEREANDTHEFOREIGNEXPERTSHAVECULTIVATEDTHETHEORETICALBASISOFTHISSTUDYFOREXAMPLE,JINEETELLSTHATTHEAIMSOFTEACHINGSYLLABUSSTIPULAT
19、ETHAT“ENGLISHTEACHINGINMIDDLESCHOOLSISMAINLYTOTRAINSTUDENTSTOHAVEADEFINITEFOUNDATIONOFLISTENINGANDSPEAKINGSOASTOATTAINTHEAIMTOCOMMUNICATECOMPREHENSIVELYWITHOTHERS“JINEE2003,P44ANDHANGANDYANTELLTHATSPEAKINGCANNOTBETAUGHTSEPARATELY,ASISOFTENCONNECTEDWITHLISTENINGHANGMOREOVER,THEYARELESSCONFIDENTINSPEA
20、KINGANOTHERLANGUAGETOGETANEASIERANDLOWERENTRYPRACTICE,THESTUDENTSCANTRYTORECITETHETEXTSBYDOINGSO,THEYCANRECORDTHEWORDSANDTHEIRUSESINTHECONTEXTS,HOPINGTHATONEDAYTHEYWILLBEABLETOUSETHEMTOEXPRESSTHEMSELVESFORTHECOMMUNICATIONPURPOSEITISALSOPOSSIBLEFORTHETEACHERSTOEMPLOYINDAILYCLASSROOMTEACHINGONTHEONEHA
21、ND,TEACHERSCANEXAMINETHEPERFORMANCEOFTHESTUDENTSONTHEOTHERHAND,TEACHERSGIVEALOWENTRYTASKFORALLTHESTUDENTS,THUS,THEYCOULDEVALUATEANDFURTHERCULTIVATETHEIRINTERESTSINLEARNINGENGLISH412EXERCISINGASITSAYS,PRACTICEMAKESPERFECTTHECONTINUOUSUSEOFTHELANGUAGECOMPELSTHEBRAINTORECORDTHEKEYTHINGSTHEMIDDLESCHOOLT
22、EACHINGONLYREQUIRESTHESTUDENTSTOBEFAMILIARWITHCERTAINCONTEXTSSOBEINGFAMILIARWITHTHEMWILLNOTLEAD10TOAPOORPERFORMANCEINTHEEXAMINATIONLATERON,THESTUDENTSWILLNOTBEAFRAIDOFTHETHEMEDSCENARIOSORTHEOTHERS,ASTHEYARECONFIDENTANDFAMILIARWITHTHEWORDSANDPATTERNS413READINGALOUDTHESTUDENTSAREUSUALLYPLACEDINANENVIR
23、ONMENTWHERETHETEACHERSDONOTCOMMUNICATEWITHTHEMINENGLISHFREQUENTLYORWHERETHEIRPARENTSDONOTSPEAKTHELANGUAGEINSUCHCIRCUMSTANCE,THESTUDENTSHAVETOGETTHEMSELVESPRACTICEDEVENTHOUGHTHECOMMUNICATIONFUNCTIONISNOTACTIVATEDTHEN,ATLEASTTHESELFEXAMINATIONFUNCTIONHASTOBEACCESSIBLEITSEEMSTHATREADINGALOUDISABLETOEXP
24、OSETHEPHONETICPROBLEMSOFTHESTUDENTSTHUS,TOSOMEEXTENT,ITMIGHTHELPTHESTUDENTSTOMEMORIZETHEWORDSBYDIFFERENTSENSORYAPPROACHESANDALSOCORRECTTHEIRPOTENTIALPHONETICPROBLEMS42SKILLSONLISTENINGCOMPREHENSIONDIFFERENTFROMSPEAKING,ENGLISHLISTENINGPERFORMANCECANBECULTIVATEDBYCERTAINSKILLSTHISSESSIONINTRODUCESTHR
25、EEPRACTICALTIPSFORTHESTUDENTSTOIMPROVETHEIRLISTENINGSKILLS421FORECASTINGTILLTHEENTRANCEEXAMINATIONOFCOLLEGES,ALLTHESTUDENTSAREGIVENTHESCORECARDANDTESTPAPERSBEFORETHEYHEARTHETAPETHUS,TOGETAHIGHERSCOREINTHEEXAMINATIONRELIESONHOWMUCHTHESTUDENTSCANUNDERSTANDTHECONTEXTANDTHEQUESTIONSTHESTUDENTSTHEREFOREC
26、ANGETAHINTFROMTHEPAPERSBYHIGHLIGHTINGTHEKEYWORDSTOFORECASTWHATWILLBEIMPORTANTINTHETESTITSEEMSTHATIFYOUAREGIVENTHETHEMEOFTHEDINNER,YOUWILLDRESSYOURSELVESUPINTHECORRECTCUSTOMSITISTHESAMEISSUETHATHELPSTHESTUDENTSTOMAKETHEASSUMPTIONBEFORECOMPREHENDINGIT422FINDINGKEYWORDSINACCORDANCEWITHTHEFORECASTING,IT
27、ISALSOIMPORTANTTODETECTTHEKEYWORDS11THENUMBERS,THENAMES,THETITLESANDETCCANBETHEHINTSTOGETTHEPOINTTHEN,THETOPSENTENCESWHICHUSUALLYOCCURATTHEVERYBEGINNINGORAFTERTHETRANSITIONALDEVICESWILLBECRITICALINUNDERSTANDINGTHECONTEXTSENGLISHISALOGICALLANGUAGE,WHICHASKSITSUSERSTOSUMMARIZETHEMAINIDEAATFIRSTTHUS,IT
28、TURNSTOBETHEKEYINLISTENINGASWELLONTHEOTHERHAND,THEWORDSARETHESMALLESTELEMENTSTOCOMPOSEACOMPREHENSIBLEPARAGRAPHBYRECORDINGTHEM,THELISTENERSCANGETTHEPROOFSTOPROVENTHEIRASSUMPTIONINTHEFIRSTTIPS423TAKINGSIMPLENOTESALMOSTSTUDENTSFEELRELUCTANTTORECORDEACHDETAILOFTHESTUDY,THUS,THESUGGESTIONHEREISTOASKTHEMT
29、OTAKETHESIMPLENOTESESPECIALLYINTHEEXAMINATIONS,THEKEYWORDSSHALLBEWRITTENDOWN,ASSOMEQUESTIONSABOUTTHETHEMEUSUALLYASKTHESTUDENTSTORECALLTHEGENERALSTORYBACKTHUS,WITHTHEHELPOFTHENOTES,THEYCANEASILYMAKEIT12VCONCLUSIONENGLISHLISTENINGANDSPEAKINGARETWOFUNDAMENTALSKILLSOFSTUDENTSLANGUAGEACQUISITIONCERTAINLY
30、ITISNOTANEASYTASKTOBECOMPLETEDESPECIALLYINTODAYSMIDDLESCHOOLENGLISHTEACHING,THEREAREMANYDIFFICULTIESFORTHESTUDENTSTOATTAINABALANCEDDEVELOPMENTMEANWHILE,THEREARESEVERALINFLUENTIALFACTORSDEFININGHOWTHESTUDENTSCANPERFORMBETTERINTHEENVIRONMENTINTERMSOFENGLISHSPEAKING,THEVOCABULARY,CONFIDENCEANDLEARNINGE
31、NVIRONMENTARETHEMAJORPROBLEMSINORDERTORESOLVETHESEFACTORSTHATHINDERTHEDEVELOPMENTOFSTUDENTSSPEAKING,THEAUTHORPROPOSESTHREESUGGESTIONSTHEMIDDLESCHOOLSTUDENTSAREENCOURAGEDTORECITETHETEXTS,DOTHEEXERCISE,ANDREADALOUDOUTOFCURRICULUM,THEREFORE,THEIRCONFIDENCEWILLGROWWHENTHEYHAVECOMPLETEDSUCHSIMPLETASKSAND
32、GETFAMILIARWITHDIFFERENTTHEMEDSCENARIOSREGARDINGTHELISTENINGSKILLS,THESTUDENTSARETROUBLEDBYTHEPHONETICS,MEMORYABILITIES,ANDTHEIRPSYCHOLOGICALPROBLEMSTOTACKLESUCHPROBLEMS,THEAUTHORFURTHERRECOMMENDSTHESTUDENTSTOTAKESOMETIPSINTHEEXAMINATION,SUCHASFORECASTINGTHEMAINTHEMEORTHEANSWERWHENTHEYREADTHETEXTS,P
33、AYINGATTENTIONTOTHEKEYWORDSWHILETHEYARELISTENING,ANDFINALLYRECORDINGSOMENOTESINTHEPROCESSASWELLINTHISWAY,THESESTUDENTSARESUPPOSEDTOBETTERCOMPREHENDTHESCENARIOANDTOGETAHIGHERMARKINTHEEXAMINATIONTHISTHESISMAINLYFOCUSESONTHEANALYSISOFTHEPROBLEMSOFENGLISHSPEAKINGANDLISTENINGLEARNINGATMIDDLESCHOOLFROMTHE
34、PERSONALIMPACTSOFTHESTUDENTSINSTEADOFCONSIDERINGTHETEACHERSIMPACT,THERESEARCHISTOSOMEEXTENTLIMITED,INTHEEDUCATIONSYSTEMOFCHINATHETEACHERSINCHINAPLAYTHEVITALROLEINLANGUAGETEACHING,SOTOIMPROVETHEOVERALLSPEAKINGANDLISTENINGSKILLSNEEDSTHETEACHERSINPUTASWELLITISRECOMMENDEDFORTHEFUTURERESEARCHERSTOCOMBINE
35、BOTHTHEROLESOFTEACHERSANDSTUDENTSINTOTHERESEARCH,THUS,THERESEARCHWILLBEMOREPRACTICAL13REFERENCESARTILES,AJ,RUEDA,R,SALAZAR,JJ,HIGAREDA,I2005WITHINGROUPDIVERSITYINMINORITYDISPROPORTIONATEREPRESENTATIONENGLISHLANGUAGELEARNERSINURBANSCHOOLDISTRICTSEXCEPTIONALCHILDREN,713,283300CHACN,CT2005TEACHERSPERCE
36、IVEDEFFICACYAMONGENGLISHASAFOREIGNLANGUAGETEACHERSINMIDDLESCHOOLSINVENEZUELATEACHINGANDTEACHEREDUCATION,213,257272CORTAZZI,M,JIN,L1996ENGLISHTEACHINGANDLEARNINGINCHINALANGUAGETEACHING,THEJOURNALOFEDUCATIONALRESEARCH,292,6180ECHEVARRIA,J,SHORT,D,POWERS,K2006SCHOOLREFORMANDSTANDARDSBASEDEDUCATIONAMODE
37、LFORENGLISHLANGUAGELEARNERSTHEJOURNALOFEDUCATIONALRESEARCH,994,195211JINEE,C2004HOWTOIMPROVESTUDENTSSPEAKINGABILITYTHETEACHERBBS,31,183222LIHUAWANDJUNS2008WAYSTOIMPROVEENGLISHLISTENINGANDSPEAKINGSKILLSJOURNALOFCHENGDU6232343GUOFH2010ASTUDYOFLISTENINGTEACHINGINHIGHSCHOOLENGLISHCLASSFROMTHEPERSPECTIVE
38、OFSCHEMATHEORYSHANGHAIACADEMICRESEARCHPRESS14KRASHEN,SD1985THEINPUTHYPOTHESISISSUESANDIMPLICATIONSUKADDISONWESLEYLONGMANLTDRIVERS,WM,TEMPERLEY,MS1978APRACTICALGUIDETOTHETEACHINGOFENGLISHASASECONDORFOREIGNLANGUAGEOXFORDUNIVERSITYPRESSSAUSSURE,F1985THIRDCOURSEOFLECTURESINGENERALLINGUISTICSOXFORDPERGAM
39、ONSWAIN,M1985COMMUNICATIVECOMPETENCESOMEROLESOFCOMPREHENSIBLEINPUTANDCOMPREHENSIBLEOUTPUTINITSDEVELOPMENTINPUTINSECONDLANGUAGEACQUISITION,151,165179WEI,SJ2006THEAPPLICATIONOFTHECOMPUTERAIDEDTEACHINGINMIDDLESCHOOLENGLISHMODERNEDUCATIONNEWSPAPER2346LI,XINYUNTHESPEAKINGANDLISTENINGTRAININGINMIDDLESCHOO
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