With the acceleration of economic globalization, English language has also ushered in an upsurge of learning. School education is the main way for students to systematically learn English knowledge and cultivate English language ability. Therefore, from the beginning of elementary school to the end of the student age, English is a subject that students need to master, and it always runs through the students’ learning curriculum. Students who have lived in the background of exam-oriented education for a long time have high-level reading and writing skills. On the one hand, they can master complex grammar knowledge proficiently, and get high scores in English in the entrance examination. But on the other hand, students have obvious disadvantages in English listening and speaking ability. Even if they have mastered a lot of English knowledge, they still cannot communicate fluently with international friends. This is the so-called "dumb English". This obviously deviates from the teaching goal of the overall development of English teaching and the country’s original intention of cultivating high-quality foreign language talents. In view of the current situation of English teaching, schools and teachers must actively seek solutions. Based on improving students’ English listening ability, schools and teachers are committed to the development of their English listening and speaking ability, so as to help students improve their English ability in an all-round way and become high-quality foreign language talents.
In the process of English teaching, "listening" is one of the important comprehensive language abilities. Therefore, we must pay attention to cultivating students’ good listening skills. In English listening teaching, teachers should provide students with a good platform to practice listening, and encourage students to practice listening more, so that students can actively participate in listening teaching activities. This can effectively improve the students’ English listening level, thereby promoting the improvement of students’ English literacy.
Zhen Yang, June 4th, 1981, is working at the School of Humanities and Social Sciences, North University of China. She obtained her Bachelor’s degree in English in 2004, at the North China Institute of Technology; she gained her Master’s degree in English language and literature in 2011, at the North University of China. She finished her PhD degree in TESOL in 2018, at PaiChai University, South Korea. She had worked at China Austria Business College of Shanxi as an English teacher and the dean of the Foreign Languages Department for over ten years. After she obtained her PhD degree, she is hired as a full-time lecturer at the North University of China, Taiyuan City, Shanxi Province. She has published several articles in relation with her research interests. She has also participated in several research projects within her study interests.