1。2 The Situation of English Listening

The current situation shows that the students 'listening ability is extremely poor, and the students' listening ability in English learning is much weaker than other abilities of the subject。 Many students, after several years of English learning, still have the biggest problem on listening, and listening is also the most difficult English learning problems that they feel the most fear。 Many students feel stressed when they do listening practice。 English teacher should be responsible to it。 Some teachers’ out-of-date teaching view and low self-quality of English also lead to students’ poor listening ability。 What’s more, to strengthen the listening ability of students is crucial to improve their English。 From the law of language learning, to any language, speech sound is the first, text grammar is the second。 So language learning begins with listening。 However, many people pay attention to spoken language, ignore the hearing。 The basic position of "listening" emphasizes the large input of language materials; the first is the influence of language environment。 And then gradually form the rules of language。 Finally it is the creative output。 When the learner is located in a large number of language environment, and then the learner should practice spoken language。 

At present, many English teachers of junior high school are still pursuing English writing test scores for teaching objective。 Listening teaching has been neglected by teachers and students。 In particular, the teachers are not aware of the importance of listening teaching。 They are lack of listening teaching theory, unified teaching requirement, teaching planning and teaching evaluation。

From the aspect of students, some students do not have the correct pronunciation at the beginning。 So they cannot identify some easily confused phonemes, and they are not familiar with the difference between American English and British English。 The poor vocabulary of English and little knowledge of English history and culture result in the difficulties in listening practice。 Besides, many students are often disturbed by their mother tongue when they listen to English materials。 They can't think in English directly。 As time passes, the students lose confidence and interest in listening, and become anxious。 These emotional factors cause a fear of listening to the students。 When they face the English teacher ------ the authority of the classroom knowledge, the students are always in a passive obedience, and finally the students became the "container" who passively receives knowledge。 They have no time to think, digest, or absorb the knowledge they have learned。 Finally, those students lose the desire of listening, and just study for study。

China's listening teaching has been influenced by the traditional teaching method and examination-oriented education for a long time。 Listening teaching is far behind reading teaching and writing teaching。 Listening teaching has been neglected by teachers and students。 Over the years, the teacher’s teaching concept was backward。 In the classroom teaching, the teacher cannot jump out of the trap of the teaching materials。 The teacher regarded the contents of textbook as a golden rule, and taught what textbook had。 The teaching activity was single and mechanically repeated。 The teaching method was rigid, and the teacher could not adopt flexible and varied teaching methods according to the purpose of listening class and the needs of students。 The teaching method was very passive。

1。3 The Outline of the Paper  文献综述

In this research, the author try to compare task-based teaching method with traditional teaching mode from both teacher’s and students’ perspective。 This thesis will be developed in the following parts。 The first part is introduction, which introduces the background information and the situation of listening teaching。 The second part is literature review。 It consists of two aspects, the task-based teaching method and the traditional teaching method。 The third part is experimental design。 In this part, author would have a detailed description of the experiment。 The fourth part is the analysis of data。 There are two kinds of data analysis, the experimental data analysis and the analysis of questionnaire。 The last part is conclusion。 任务型语言教学与传统英语听力教学的比较研究(3):http://www.youerw.com/yingyu/lunwen_196106.html