英語(yǔ)聽(tīng)力一直是大家頭疼的問(wèn)題，我們平時(shí)也不少準(zhǔn)備英語(yǔ)單詞，也不少訓(xùn)練英語(yǔ)聽(tīng)力的習(xí)題，那么我們?yōu)槭裁催€是聽(tīng)不懂呢?那就是因?yàn)槲覀冊(cè)谟⒄Z(yǔ)聽(tīng)力的過(guò)程中，沒(méi)有掌握語(yǔ)境的作用。下面，學(xué)習(xí)啦小編為您收集了聽(tīng)力的學(xué)習(xí)方法，供廣大學(xué)者參考

　　有關(guān)英語(yǔ)聽(tīng)力，一直是我們很頭疼的事情，我們平時(shí)也不少準(zhǔn)備英語(yǔ)單詞，也不少訓(xùn)練英語(yǔ)聽(tīng)力的習(xí)題，那么我們?yōu)槭裁催€是聽(tīng)不懂呢?那就是因?yàn)槲覀冊(cè)谟⒄Z(yǔ)聽(tīng)力的過(guò)程中，沒(méi)有掌握語(yǔ)境的作用。下面英語(yǔ)學(xué)習(xí)方法小編教大家學(xué)習(xí)聽(tīng)力的英語(yǔ)學(xué)習(xí)方法，供大家參考。

　　每個(gè)外語(yǔ)老師都會(huì)覺(jué)得聽(tīng)力是最難教的課程之一。這是因?yàn)?，好?tīng)力不是一日練就的，它需要大量的實(shí)踐練習(xí)。不像語(yǔ)法教學(xué)有規(guī)律可循，說(shuō)與寫作也有相應(yīng)的練習(xí)供學(xué)生提高，而聽(tīng)力卻不然，這令學(xué)生們感到很頭疼。并不是說(shuō)就沒(méi)有好的途徑去提高聽(tīng)力，只是難以對(duì)其進(jìn)行量化而已。

　　One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesn't understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.

　　對(duì)學(xué)生們來(lái)說(shuō)，練習(xí)聽(tīng)力時(shí)遇到的最大的障礙之一就是他們經(jīng)常精神溜號(hào)。聽(tīng)著聽(tīng)著，有的學(xué)生突然發(fā)覺(jué)自己聽(tīng)不懂了。出現(xiàn)這種情況，許多學(xué)生是因?yàn)樽呱窳?，或者正在腦子想著某個(gè)詞的意思。有些學(xué)生太不自信，認(rèn)為自己沒(méi)有聽(tīng)力天賦，聽(tīng)不懂英語(yǔ)口語(yǔ)。這也給他們自己造成了很多麻煩。

　　They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time. 幫助學(xué)生們提高聽(tīng)力的關(guān)鍵是要讓他們相信，聽(tīng)不懂是沒(méi)什么的。態(tài)度上的轉(zhuǎn)變比什么都重要。何況，一些學(xué)生的態(tài)度也比較容易轉(zhuǎn)變。我在教我的學(xué)生(資質(zhì)各不相同)時(shí)發(fā)現(xiàn)，還有一點(diǎn)很重要，那就是要讓學(xué)生盡量多聽(tīng)英語(yǔ)，但每次聽(tīng)不要時(shí)間過(guò)長(zhǎng)。

　　I like to use this analogy: Imagine you want to get in shape. You decide to begin jogging. The very first day you go out and jog seven miles. If you are lucky, you might even be able to jog the seven miles. However, chances are good that you will not soon go out jogging again. Fitness trainers have taught us that we must begin with little steps. Begin jogging short distances and walk some as well, over time you can build up the distance. Using this approach, you'll be much more likely to continue jogging and get fit.

　　我喜歡這樣類比：假如你想減肥。你打算去慢跑。第一天你出去跑了7英里。沒(méi)準(zhǔn)兒你還真能跑7英里。但是，你很可能近期就不再出去跑了。健美教練提醒我們，我們一開(kāi)始要小步跑，跑的距離不宜過(guò)長(zhǎng)，并走著回來(lái)。這樣，你繼續(xù)慢跑并變得健康的可能性就會(huì)更大。

　　Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they don't understand anything, five to ten minutes is a minor investement. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve.

　　對(duì)于練習(xí)聽(tīng)力，學(xué)生們也需采用同樣的方法。要鼓勵(lì)他們?nèi)タ磦€(gè)電影或者收聽(tīng)英語(yǔ)廣播。但是，不要讓他們看一整部電影或者聽(tīng)廣播聽(tīng)上2個(gè)小時(shí)。他們需要常聽(tīng)，但每次聽(tīng)的時(shí)間不宜過(guò)長(zhǎng)，以5到10分鐘為宜。每周聽(tīng)4、5次。就算他們什么都聽(tīng)不懂，5到10分鐘的時(shí)間也不會(huì)影響到他們什么。但是，這種方法若想奏效，決不能讓學(xué)生們急于求成。如果多給些時(shí)間，大腦是可以創(chuàng)造奇跡的。學(xué)生們一定要有耐心去等待。如果一個(gè)學(xué)生能堅(jiān)持這種訓(xùn)練方法2到3個(gè)月，那他的聽(tīng)力肯定會(huì)有很大的提高。

　　通過(guò)以上的英語(yǔ)聽(tīng)力中的語(yǔ)境分析，我們能夠清楚的把握我做掌握的單詞和我們平時(shí)對(duì)于知識(shí)的積累的運(yùn)用，我們能夠通過(guò)一系列的方法的歸納總結(jié)，從而使我們的英語(yǔ)聽(tīng)力水平有個(gè)整體的提升。