The Application Of The Input Hypothesis To College EFL Teaching Of Listening

Language is an instrument for human communication, and the ultimate goal of language teaching is to cultivate students' ability to communicate information and express ideas. Listening and reading are two different ways of receiving language information in our daily communication. Most English learners in China think listening comprehension is especially difficult. Teachers and students have spent much time and energy on it. However, the learning outcome is far from satisfactory. The traditional listening teaching pattern which is insufficient in improving students' listening ability must be reformed. Therefore it is crucial for a language teacher to probe into how to improve his teaching approach. What to input and how to input are the key problems.This thesis is composed of five chapters apart from the introduction and the conclusion. In the introduction the author explains why the research on this subject is decided on. In the conclusion the whole thesis is summarized and some problems and limitations of the research are also recognized.In the five chapters, based on the theory of Krashen's Input Hypothesis, and after the analysis of a questionnaire to 184 non-English majors from Shandong Police College, this thesis has first propounded a new input model: enlarging audio vocabulary, providing comprehensible authentic listening materials, emphasizing some grammar and cultural background knowledge and lowering students' affective filter level. Then a one-term teaching experiment was conducted in order to confirm its applicability in practice. The Experimental Class and the Control Class are respectively taught by using different teaching methods. The teaching result demonstrates that the scores of the Experimental Class are higher than that of the Control Class in the post-test examination. To further make sure the significance of the teaching experiment, the students' scores were inputted into computer, and SPSS9.0 was used to analyze them. The result indicates that the differences of the two classes are significant statistically. So we can draw the conclusion that the input model is applicable to the college English teaching of listening in the Chinese...