The application of English listening teaching strategies in junior middle school 英语专业毕业论文.doc

The application of English listening teaching strategies in junior middle school 1. Introduction 1.1 What is listening? Michael Rost (2005: 31-34) points out that while virtually every definition he has heard has some unique aspects, personal definitions of listening typically draw upon one of four orientations or perspectives: receptive, constructive, collaborative, or transformative. In the orientation of receptive, listening means catching what the speaker has said, getting the speakers idea, decoding the speakers message and unpacking the speakers content. Listening is receiving the transfer of images, impressions, thoughts, beliefs, attitudes and emotions from the speaker. In the orientation of constructive, listening means figuring out what is in the speakers mind, finding something interesting in what the speaker is saying, finding out what is relevant for you, reframing the speakers message in a way thats relevant to you, understanding why the speaker is talking to you and noticing what is not said. In the orientation of collaborative, listening means coordination with the speaker on the choice of a code and a context, responding to what the speaker has said, the process of negotiating shared information or values with speaker, acting interested while the speaker is talking and signaling to the speaker which ideas are clear and acceptable to you. In the orientation of transformative, listening means involvement with the speaker, without judgment, creating a connection between the speaker and the listener, empathizing with the speakers motivation for speaking, imagining a possible world for the speakers meaning, the process of creating meaning in the speaker, the completion of communication and feeling the flow of consciousness as you pay attention to things. Listening is the process of altering the cognitive environment of both the speaker and the listener. 1.2 Some kinds of listening process As is known to all, David and Pearse (2000: 78) present a method