Research on Strategies to Improve Effective Teaching of English Listening in Rural Junior Middle Schools

Junior high school is a critical period of English learning. According to the English curriculum standards in China, junior high school English should not only pay attention to the imparting of language knowledge but also pay attention to the cultivation of language skills. The junior high school stage is the critical period for students to learn. English listening is the first link of language skills and dominant position on speaking, reading and writing and other aspects of far-reaching impact. Different from the rich teaching resources and activities of urban junior middle schools, the resources and facilities in rural areas are relatively weak, so the effective teaching of junior middle school English listening needs to be paid more attention, which meets the requirements of the new curriculum standards of junior middle school English and the needs of curriculum reform in China. Based on this situation, this paper investigates and studies the effective teaching of junior middle school English listening. From the perspective of teachers and students, it combines quantitative research with qualitative research to find out the phenomenon of low efficiency and ineffective teaching in the current rural junior middle school English listening teaching, analyzes its causes, and puts forward effective countermeasures. In this study, 185 students were surveyed and 10 students and 15 teachers were interviewed by questionnaire and interview. Based on the relevant theory of effectiveness, combined with the interpretation of the specific requirements and basic spirit of English ability in the new curriculum standards, as well as the analysis and research of test results, this paper summarizes the inefficiencies existing in English listening teaching in rural junior high schools at this stage, and makes an in-depth study of the causes of the problems, including misleading effects of examination results and the professional level of teachers. In view of these problems, the author proposed to improve and enhance the effective teaching strategies of rural junior middle school English students, hoping to be helpful to the majority of front-line grassroots teachers.