An Investigation On Multimedia-Assisted Listening Teaching In The Course Of Integrated English In Hulunbeir College

With the rapid popularization and the dramatic development of multimedia information technology, all the universities and colleges are utilizing multimedia technology to assist foreign language teaching. The College English Curriculum Requirements (hereafter Requirements), issued by State Education Ministry in June 2007, specify that "colleges and universities should remould the existing unitary teacher-centered pattern of CET (College English Teaching) by introducing new teaching models with the help of multimedia and network technology", which provides the guidance for institutes to explore a computer-and network-based multimedia CET mode.Since the Requirements were issued, more than 65 State-level Demonstration Sites had been set up for College English Educational Reform. Many researchers at home have already conducted surveys on the state of multimedia technology-assisted CET (hereafter MTACET) from a variety of aspects. However, of the respondents, most of the surveys, in terms of survey region, were confined in universities or colleges outside Hulunbeir. Therefore, the research results may not virtually reflect the actual situation of multimedia-assisted college English teaching in Hulunbeir College. Moreover, their researches didn't concern multimedia-assisted listening teaching in the course of Integrated English. Thus, this thesis is to clear up a little ground for the situation of multimedia-assisted listening teaching in the course of Integrated English in Hulunbeir College, in order to offer some implications for establishing and remoulding multimedia-assisted listening teaching in the course of Integrated English model in this college.This survey is conducted among English majors and their teachers in the Foreign Language Institute of Hulunbeir College utilizing questionnaire, classroom observation and interview. The major findings are that:the Foreign Language Institute of Hulunbeir College has already equipped with multimedia classroom for the course of Integrated English and most teachers have already employed it; most English majors and teachers think highly of multimedia-assisted listening teaching in the course of Integrated English; multimedia and network has played an important role in CET. However, the development of multimedia-assisted listening teaching in the course of Integrated English is still in the early stages. Most English majors are eager to gain more instruction on listening, while many Integrated English teachers don't pay much attention to it. And many professional teachers know little about the constructivism and relevant theories. Meanwhile, most of students didn't grasp the ability to flexibly search and utilize resources appropriate to their own listening level on the Internet. Some blocks impede the improvement of multimedia-assisted listening teaching in the course of Integrated English and its model establishment. The survey researches on the state of multimedia-assisted listening teaching in the course of Integrated English. Some possible pedagogical implications drawn from the findings are:the Foreign Language Institute of Hulunbeir College needs to provide more opportunities for teachers to obtain technology education and professional development. English majors should be cultivated to enhance their awareness and skills of gathering suitable listening information from the information technology to practice listening. English professional teachers should update the knowledge concerning multimedia-assisted listening teaching in the course of Integrated English and enforce the cooperation. Meanwhile, they should help students to cultivate the autonomous learning competence, and develop the skills of gathering information from Internet or the multimedia-enriched environment. English majors themselves need to meliorate their computer and autonomous learning competence, and enhance the awareness of using multimedia and network to learn English as well.This study has its limitation and disadvantages. For example, it only includes a sample from the Foreign Language Institute of Hulunbeir College, which can't show the situation of other colleges. Therefore, the relevant research should be conducted deeply.