In the listening teaching classes in colleges and universities, it is still a common phenomenon that the teaching is conducted in a fixed mode： explanation of new words, listening and doing exercises and then checkin...In the listening teaching classes in colleges and universities, it is still a common phenomenon that the teaching is conducted in a fixed mode： explanation of new words, listening and doing exercises and then checking of answers. Interactive activities are scarcely held. This article focuses on the application of communicative principles in classroom teaching of listening. The theoretic support for this practice is provided and the conduct of the specific application of communicative principles during the pre-listening, while-listening and post-listening phases in classroom teaching of listening is discussed.展开更多
In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1...In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1） Classroom is a behavior setting where students of different characteristics come to bring about desirable changes. Different strategies must be used to meet their needs; （2） Teachers are not just transmitters of knowledge; they must be an educator as well as a helpful person; （3） Students should be encouraged to communicate with teachers and their peers to achieve a conducive classroom climate.展开更多
文摘In the listening teaching classes in colleges and universities, it is still a common phenomenon that the teaching is conducted in a fixed mode： explanation of new words, listening and doing exercises and then checking of answers. Interactive activities are scarcely held. This article focuses on the application of communicative principles in classroom teaching of listening. The theoretic support for this practice is provided and the conduct of the specific application of communicative principles during the pre-listening, while-listening and post-listening phases in classroom teaching of listening is discussed.
文摘In the present article, the author looks into several influential questions that are too often given insufficient emphasis in the classroom teaching and the following conclusions are reached through the research： （1） Classroom is a behavior setting where students of different characteristics come to bring about desirable changes. Different strategies must be used to meet their needs; （2） Teachers are not just transmitters of knowledge; they must be an educator as well as a helpful person; （3） Students should be encouraged to communicate with teachers and their peers to achieve a conducive classroom climate.
