A Case Study On The Alignment Of English Listening Classroom Teaching,Textbook,Testing And Curriculum Standards In High School

The "Ordinary Senior High School English Curriculum Standards(Experiment)"(referred to as "Curriculum Standards")promulgated by the Ministry of Education in2003 is a programmatic document which guides the edit of high school English teaching materials,the implementation of English teaching and testing.At the same time,on the basis of dividing the overall goals of English course,the "Curriculum Standards " put forward the corresponding standards for language skills such as listening,speaking,reading and writing.As one of the important language skills----listening,which occupies a certain proportion both in textbooks,teaching and testing,thus the cultivation of students' listening skills also should focus on the relevant requirements and standards of the " Curriculum Standards ".Based on the review of the existing relevant researches,this thesis chooses the Module one of PEP,the English listening class and the listening test of one senior class in Chongqing as the research objects.And it investigates the consistency of high school English listening teaching materials,teaching and testing with curriculum standards by observation scale and text analysis.This paper mainly discusses the following issues:Firstly,to what extent does the Listening Version of PEP textbooks reflect the listening skill target of the "Curriculum Standards " ? Secondly,to what extent does the listening teaching reflect the listening skill target of the "Curriculum Standards " ? Thirdly,to what extent does the listening test reflect the listening skill target of the "Curriculum Standards " ? To solve the above questions,this essay analyzes the textbook,teaching,test with the "Curriculum Standards" respectively,counts up and demonstrates the analysis results.Through the research,the following results can be found: 1)As for teaching,the teacher can cultivate the first,second and fourth objective of the six listening goals of the "course standard",that is,the students can "get keywords,understand and execute instructions,extract information and opinions.The proportion of the above abilities reached to 21.74%,but because the teachers could not creatively make use of theteaching resources(such as teaching materials),this lead to a weaker effort on the third objective,namely,"understanding people and events and the relationship between them." Its proportion is only 13.04%.2)For the Listening section of the PEP textbook,on the one hand,the listening exercises are consistent with some of the requirements of the six-level goal,but there are imbalances between the goals.For example,69.79% of listening exercises have cultivated the fourth one,namely to extract information and opinions,but only 2.08% of the exercises cultivated students' ability to grasp keywords,and there were no exercises to train students' ability to listen and execute instructions;on the other hand,the types of exercises in the textbooks are diversified and they focus on the use of students' comprehensive language skills.3)As for the listening test,on one hand,46.66% of the questions examined the student's ability to grasp keywords,16.67% of the questions examined the students' ability to understand the characters and events and the relationships between them,but there is no any test to check the ability to understand and execute instructions;on the other hand,the listening tests account for more than 20% of scores and questions,but they are mainly summative,and the questions are too single,all appearing as single-choice questions.Based on the above results,in order to cultivate and test students' listening skills more effectively,this paper argues that the kinds of listening exercises in textbook should be more abundant,teachers should be more familiar with the requirements of "Curriculum Standards",and be able to deal with teaching materials flexibly,the methods of testing and the kinds of questions also should be more rich and varied.