摘 要
在语言学习过程中，听还是吸收和巩固语言知识和培养说、读、写语言能力的重要手段。近年来，随着听力教学的发展，英语毕业论文，听力在英语教学中越来越起着举足轻重的影响。在初中英语听力教学中，英语毕业论文，提高学生的听力水平是极为重要的。在过去几十年里，一种新的教育模式-相互影响模式在传统的自下而上模式和自上而下模式的基础上发展了起来。本文将应用对比略论法，旨在略论三种听力教学模式的异同,从而教师在教学中能更准确地的应用相互影响教学模式，让学生使用恰当的听力策略。
关键词：英语听力； 教学模式；相互影响模式； 异同；应用
Abstract
In English learning process, listening is the most significant means to absorb and consolidate language knowledge and the precondition of the cultivation of speaking, reading and writing ability. In recent years, as listening teaching developed, the listening model has gained more and more attention in teaching listening. Improving students’ listening ability is in a way of great importance in middle school English teaching. However, based on the traditional bottom-up model and top-down model, a new teaching model ______ the interactive model emerged over the past decades. This paper is going to discuss the differences between the three teaching models by using the method of contrast analysis so that teachers can take full advantage of the application of the interactive model and students can obtain a better grasp on what they learn.
Key words: English listening；teaching models；Interactive Model; differences; application
1 Introduction
Where there is no listening, there is no improvement in English learning. Students’ learning largely depends on teachers’ instruction as well as their self-study. However, in China, the traditional listening teaching is that teachers play records of listening material, and then students do the exercises after listening. According to some investigation, for a long time listening teaching and research in China was limited to descriptive studies and little attention was paid for the methods of English listening. As a result, there was no systematic, mature listening teaching model. That is why English listening teaching has perplexed teachers and students a lot.
One optimistic finding is that the listening teaching is increasingly gaining attention. The researching of listening strategies began in the 1980s. In the 1990s, some researchers began to investigate the relationship between listening strategies and listening level. The findings of these studies affirmed the validity of listening strategies. In the 21st century, listening strategy in China entered a new stage --- many researchers began to recommend integrate listening strategies into classroom instruction. Much of the research results shows that the training of listening strategies for students is necessary.
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