文献综述 (9).docx

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1、Abstract: listening teaching is an important part of English Teaching in middle school, as one of the four basic skills of listening, speaking, reading and writing, its meaning and value become more and more important. In order to strengthen the understanding of listening teaching and improve the qu

2、ality of listening teaching, this paper will discuss the basic elements of the application of the reverse teaching method in English listening in theory, and analyze the restricting factors of English listening comprehension. On this basis, the paper further discusses and puts forward some common li

3、stening teaching strategies.Key words: reverse learning method; middle school; English Listening The research on the reverse learning method mainly has the following points: In the study of the application of reverse learning in English Listening Teaching in higher vocational Middle schools, Martin

4、pointed out that listening as a prelude to language acquisition has attracted more and more attention from scholars at home and abroad in recent years. And in China, English four, six level of test listening proportion rising and listening is related to the contents of the pilot test has reached as

5、high as 70%. So, how to optimize Middle school English listening classroom teaching mode, in order to influence the learners listening level, has become a front subject in English listening study, along with Professor Zhongdaolong according to the reverse learning method of their learning experience

6、 summed up in the teaching of English listening is more and more people pay more attention. In the constant practice and exploration of classroom teaching, a hypothesis related to the training of reverse learning method is derived. According to the basic principle of input and output processing theo

7、ry, the theory of short-term memory and metacognitive strategies, design practical classroom teaching scheme of backward learning training, and then the design of this project of Zibo Teachers Middle school English Majors Listening Teaching Effect of empirical research. This study focuses on the pro

8、cess of teaching and learning and the practice of the reform of English listening teaching, and tries to prove that the method of reverse learning is helpful to improve the students listening comprehension and the whole level of language through scientific experiments and demonstration. The author f

9、irst proposed to study the problem in the experiment: 1) reverse method of learning how to help students improve their listening level? 2) reverse learning how to help students improve their comprehensive language ability? 3) into the classroom in the backward learning training, how to stimulate stu

10、dents interest in learning and change students learning attitude? In order to ensure that the research data authenticity and validity, this paper also designs a complete set of research programs: pretest, reverse learning culture, backward learning into classroom teaching experiment, post test and p

11、ost training effect analysis, in addition, also take the classroom observation, interviews, learning logs and other research tools. On this basis, the data were analyzed quantitatively and qualitatively in two dimensions, in order to get a more convincing conclusion. The study selected 2008 classes

12、of foreign language education, Zibo Normal Middle school, class 6 and class two of the English class (with a total of 112 students) as the research object (subject), of which, the class of the class is the control class, and the class is the experimental class in the class of 8. Classroom training w

13、as conducted between December 2009 and, with a period of 24 weeks. The dictation material is extracted from the learners listening corpus. The research results show that: 1) reverse learning method training in Higher Vocational English Majors listening level have positive effect; 2) students hold a

14、positive attitude towards the reverse learning method, it is generally believed that it is an effective approach in listening training. In the end, the researchers put forward the enlightenment and suggestions of this study on the listening teaching, listening teaching for the domestic higher vocati

15、onal Middle school students, including students autonomous listening training help. In addition, the limitations of this study and the future of the study to make the appropriate research and prospects. Tan Wei in the use English reverse learning method in Middle school English listening in an artic

16、le, pointing out that English reverse learning method breaks through the traditional teaching model of Middle school English listening, with other methods There is nothing comparable to this advantage, and has important theoretical significance and application value in the research and practice in M

17、iddle school English listening. This paper gives a brief account of the meaning of English reverse learning and its significance in Middle school English listening. Lv Xue in the value on the reverse learning method in the teaching of Middle school English listening in a text, starting from the anal

18、ysis of the current situation of Middle school English listening teaching, research and practice of introducing reverse method of English learning in Middle school English listening teaching, discusses the role and value of reverse learning in Middle school English. Anning, Cui Hongcheng in the effe

19、ctive use of reverse learning method in the teaching of physical education in an article, reverse learning method in sports teaching with interest as a breakthrough, reflects the student centered philosophy of education, and achieved good results in the teaching of physical education at present, suc

20、h as pen some of the preliminary discussion, hoping it will be better used in physical education. He Haiyang in the application of reverse teaching method in University Tennis Course in technical teaching, the reverse teaching method used in Middle school tennis teaching as the research object, usin

21、g literature survey method, experimental method and method of mathematical statistics to 60 Chengdu University of Information Technology ginkgo Hotel Management Institute 2014 level of tennis the special class boys as the experimental object, the research of group teaching experiment for 28 hours fo

22、r 14 weeks. The students are divided into experimental group and control group in the experiment teaching process, using function reverse teaching method and traditional teaching method in the basic skills of tennis forehand and backhand teaching technology assessment and analysis technology. The pu

23、rpose of this experiment is to explore the feasibility and effectiveness of the reverse teaching method in the teaching of basic course of tennis in Middle schools and universities. The experimental results show that the reverse teaching method has the following advantages: 1, can improve the basic

24、technical course of tennis teaching effect; 2, can improve the students basic skills of tennis in the process of teaching students learning motivation; 3, in the form of the basic skill of tennis, the reverse teaching method can improve Middle school tennis teaching effect; 4, the reverse teaching m

25、ethod can improve Middle school students, develop good learning habits; 5, the reverse teaching method can enrich the tennis teachers in Middle schools and universities in tennis technology teaching experience. JMO ，AUC ，SM ，RPR s study pointed that Recent research on cognition has indicated the imp

26、ortance of learning strategies in gaining command over second language skills. Despite these recent advancements, important research questions related to learning strategies remain to be answered. These questions concern 1) the range and frequency of learning strategy uses by students learning Engli

27、sh as a second language (ESL) and 2) the effects of training in learning strategies on English language skills. This study, which was conducted with high school ESL students, was carried out in two phases corresponding to the two research questions. In Phase I, ESL students and their teachers were i

28、nterviewed to identify strategies associated with a range of tasks typically found in ESL classrooms and in other settings. Results indicated that students used a variety of learning strategies but typically used more familiar strategies and applied them to discrete-point rather than integrative tas

29、ks. In Phase II, ESL students were randomly assigned to receive learning strategies training on vocabulary, listening, and speaking tasks. Results varied depending on the task but generally indicated that strategy training can be effective for integrative language tasks. Results are discussed in ter

30、ms of implications for teaching and future research. JM OMalley，AU Chamot，G StewnerManzanares，RP Russo，L Kppers study think that Recent research on cognition has indicated the importance of learning strategies in gaining command over second language skills. Despite these recent advancements, importa

31、nt research questions related to learning strategies remain to be answered. These questions concern 1) the range and frequency of learning strategy uses by students learning English as a second language (ESL) and 2) the effects of training in learning strategies on English language skills. This stud

32、y, which was conducted with high school ESL students, was carried out in two phases corresponding to the two research questions. In Phase I, ESL students and their teachers were interviewed to identify strategies associated with a range of tasks typically found in ESL classrooms and in other setting

33、s. Results indicated that students used a variety of learning strategies but typically used more familiar strategies and applied them to discrete-point rather than integrative tasks. In Phase II, ESL students were randomly assigned to receive learning strategies training on vocabulary, listening, an

34、d speaking tasks. Results varied depending on the task but generally indicated that strategy training can be effective for integrative language tasks. Results are discussed in terms of implications for teaching and future research. JM OMalley，AU Chamot，G StewnerManzanares，L Kupper，RP Russo in Thestu

35、dy which is named “LEARNING STRATEGIES USED BY BEGINNING AND INTERMEDIATE ESL STUDENTS, was designed to (a) identify the range, type, and frequency of learning strategy use by beginning and intermediate level ESL students and (b) determine the types of language tasks with which the strategies tend t

36、o be associated. Students at beginning and intermediate levels in English proficiency were interviewed in small groups to determine the strategies used to assist in learning each of a number of language tasks: pronunciation, grammar, vocabulary, following directions, listening, making a brief presen

37、tation in class, social communication, and functional communication (e.g., applying for a job). In addition, ESL and other teachers of limited English proficient students were interviewed to detect their familiarity with student use of strategies, and to determine whether or not they introduced stra

38、tegies to their students during instruction. Findings indicated that (a) strategies could be classified into three broad categories etacognitive, cognitive, and social mediating strategies, (b) students tended to use strategies most often with less complex language tasks, (c) strategies students use

39、d most often tended to require little cognitive processing of the learning materials, and (d) teachers were generally unaware of students strategies and rarely introduced strategies while teaching. BL Sicat，LH Hill think that to enhance pharmacy students knowledge of the prevalence and consequences

40、of low health literacy, enable them to help identify these patients, and improve their knowledge of and comfort with potential strategies to assist patients in overcoming health literacy barriers. Design. This educational approach consisted of a 50-minute presentation, small-group active-learning ac

41、tivities, and a pretest and posttest. Four evaluation questions were added to the posttest. Assessment. Students improved their knowledge of health literacy and increased their comfort with their ability to identify and help patients with low health literacy and review patient education materials fo

42、r suitability for this population. Most students agreed that (1) they had previously underestimated the prevalence of low health literacy, (2) the small-group activities were useful, and (3) they could apply what they learned to practice. Conclusions. Pharmacists play an important role in identifyin

43、g and assisting patients with low health literacy. This educational approach can be adapted for use with students in the advanced pharmacy practice experiential program and practicing pharmacists. N Markees study pointed that summary Over the last three decades, there has been a surge in the amount

44、of second language (L2) literature on the role of tasks in language pedagogy (e.g., Ellis, 2003; Nunan, 1989; Samuda & Bygate, 2008; Van den Branden, 2006; Van den Branden, Bygate, & Norris, 2009). Tasks have been seen as a primary unit of instruction and as building blocks for classroom language le

45、arning (e.g., Bygate, Skehan, & Swain, 2001; Ellis, 2003; Long, 1985; Skehan, 1998). Employing a cognitive-interactionist perspective in second language acquisition (SLA) research, this chapter discusses the role of tasks as vehicles for interaction-driven language learning in classroom settings. Th

46、e chapter begins with a review of task definitions as well as the characteristics of interactive tasks. The chapter then discusses the major findings and contributions of a number of classroom-based studies that have examined a variety of task design variables and implementation factors from the cog

47、nitive-interactionist perspective. This discussion includes research on task complexity, task repetition, pretask planning, and the use of collaborative priming tasks in classroom contexts, which are promising research areas in the field of instructed SLA. The chapter also provides implications for

48、research methodology and language pedagogy.Reference:1 He Zujia; experimental study on metacognitive strategy training in English Listening Teaching J; foreign language teaching; the 2005 issue of the 022 Ma Ying Ying; from the perspective of information processing in the morphological errors in Eng

49、lish listening J; Journal of Foshan University (SOCIAL SCIENCES EDITION); 2006 issue of the 013 Yuan Liuyan; the application of context theory in English Listening Teaching J Journal of Shaoxing University (EDUCATION EDITION), 2006, issue 014 Fu Yi; Peng Hongbing; the training of cognitive strategies in English listening J; Jiangxi education research; the 2007 issue of the year 095 Xie Jie; College English listening comprehension obstacles J; Journal of Hubei Institute of education; 2007