2021年，随着广东高考英语听说考试占高考的分值提升，学生听说能力越来越受到重视。《普通高中英语课程标准(2017年版)》明确指出，要培养学生的英语语用能力，尤其是听说能力。然而，有以往的研究表明，阅读仍是英语教学最主要的部分，听说教学的重视程度仍有待提升。

本文旨在研究在广东高考英语听说考试背景下的听说教学，从教学方法、教材使用、教学活动和课程设置四个方面分析当前听说教学的现状，并探究当前听说教学活动是否有利于提升学生的听说能力，有针对性地提出策略，使听说教学更好地帮助学生提高英语语用能力。本研究基于任务型教学法和语言习得的输入和输出理论，采用定性与定量相结合的调查研究方法，运用了问卷调查、访谈和课堂观察来收集数据。广东省佛山市顺德区某中学高一、高二、高三的12名高中英语教师和105名学生参与了研究。

研究结果表明，除了高三年级有一定的应试倾向以外，当前高一、高二年级的英语听说教学现状相对乐观。教师普遍运用了任务教学法,教材使用合理,课堂活动丰富和较为有效。但整体上还需要进一步提升对听说教学的重视程度，丰富教学资源，创设真实情境，提高教学活动的有趣性和多提供锻炼听说的机会，才能进一步提升学生的英语听说能力。本研究结果若运用于实际，对于英语听说教学和学生英语语用能力的提升均有一定的帮助，也对于未来英语听说教学和策略的相关研究有一定的参考意义。

In 2021, with the score proportional rise of Computer-based English Listening and Speaking Test (CELST) in National Matriculation English Test (NMET) in Guangdong Province, more and more attention has been paid to students’ listening and speaking ability. General Senior High School Curriculum Standards English (2017 edition) clearly states that students’ English pragmatic competence, especially listening and speaking ability, should be cultivated. However, previous research indicates that reading still plays the most important part in English teaching, and more emphasis needs to be laid upon teaching listening and speaking.

This thesis aims to study listening and speaking instruction under the background of CELST, analyzing the current situation of listening and speaking instruction in terms of teaching methods, materials, activities and curriculum provision, finding out if current teaching activities can effectively help students improve their listening and speaking ability. Based on the above research, this research will put forward strategies or ways helping teachers improve students’ English pragmatic competence. Based on the theory of Task-based Language Teaching (TBLT) and the input and output theory of language acquisition, both qualitative and quantitative methods are adopted in this research. Questionnaires, interviews and classroom observation are used to collect data. 12 English teachers and 105 students from Senior One to Senior Three in a high school in Shunde District, Foshan, Guangdong Province, participated in the research.

The results show that, except for some test-oriented tendency in Senior Three, the current situation of English listening and speaking instruction in Senior One and Senior Two is relatively optimistic. TBLT is adopted in classroom teaching. The use of teaching materials is reasonable. Teaching activities are diverse and relatively effective. Generally, only by attaching more importance to teaching listening and speaking, enriching teaching resources, creating real context in class, making teaching activities more interesting and providing more opportunities for students to practice can students’ listening and speaking ability be further improved. If the results of this research are put into practice, they will be helpful to improve English listening and speaking instruction and students’ English pragmatic competence, and also serve as a reference for the future research on English listening and speaking instruction.