Empirical Research On The Application Of Conversational Implicature Theory Into College English Listening Teaching

By reviewing relevant researches and combining listening teaching practices, the author finds that non-English major students are facing lots of difficulties in the process of listening comprehension, and factors influencing listening comprehension are various, numerous and complex. One of the most important factors is the conversational implicature inference.This dissertation focuses on the issue of rising students'awareness of conversational implicature inference in order to improve their ability of listening ability.One-semester-teaching-experiment in a university proves that the application of the theory of Conversational Implicature into listening teaching can be regarded as an effective teaching method in listening teaching practice. Under the guidance of Exemplary Teaching Theory, Conversational Implicature Theory will be applied into listening teaching in the teaching experiment. With the aim of passing the CET-4 or CET-6 tests, the teaching experiment includes 100 students from Grade 2009 in the school of Civil Engineering in Hunan University of Science and Technology. In the whole process of teaching experiment, the teaching is conducted by designing a new teaching method mainly about the conversational implicature inference. An analysis on the subjects'original listening abilities is done first. Then pre-test, teaching implementation and post-test are made. Finally, the author comparatively analyses the findings by using SPSS15.0.The study shows that through the systematic listening strategy training in inferring conversational implicature, students'listening ability can be improved, self-confidence can be boosted; students'motivation to learn English and interest in learning may be greatly enhanced. With the mutual support and cooperation between students and teachers in accomplishing teaching tasks, teacher-student relations can be improved, too. As a result, the method of introducing the conversational implicature into listening class may help inspire teachers to reflect on the traditional listening teaching methods.