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On the College English Listening Teaching Problems and Countermeasures in the.doc

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On the College English Listening Teaching Problems and Countermeasures in the

On the College English Listening Teaching Problems and Countermeasures in the Paper Keywords: College English Listening Teaching Abstract: From the current situation in the college English listening teaching there are still some problems to be solved, we must solve these problems in order to truly improve the quality of teaching and to promote the integrated use of students’ English capabilities. Linguist once said, understand a language is the premise of the language of the Institute of English as a language of communication tools, can understand it is very important, therefore, very important to enhance students’ English listening teaching in 2007 the State Education issued by the Ministry in College English Curriculum Requirements gt;gt; further clarified the objectives of the college English teaching is to develop students ‘ability to use English, especially to strengthen students’ listening and speaking skills so that they can effectively in English exchange, but on the current situation of college English teaching, there are still some problems, we must fully analyze these problems and put forward practical and effective strategy to enhance the effectiveness of the college English listening teaching. A University Teaching of Listening From the current situation of college English listening teaching mainly the following aspects: 1.1 students’ poor foundation English and Chinese characteristics, the difference between them is relatively large, whether it is voice, intonation, or vocabulary and sentence structure between the two languages #8203;#8203;have very different student voice the basics of the students in listening capacity to improve based on basic knowledge of a student’s voice is solid enough, it is difficult to effectively improve your English listening level, and common problems: one morpheme subtle differences between and voice changes to master enough. Such as continuous, omitted, assimilation, stress factors did not grasp. Stu