Task-based Empirical Study Of English-Listening Comprehension

During the process of language study, listening is an important means of absorbing and consolidating language information and cultivating the abilities of speaking, reading and writing. Therefore, the teaching quality of Listening in College English, a necessary part of English teaching, has an immediate effect on students'abilities to receive language information, train and apply basic skills of language learning. It is worth contemplating for teachers and researchers how to effectively carry out listening teaching and improve students'ability of listening. In the thesis, the author try to employ the Task-based Approach in teaching English listening and work out an effective TBLI approach.Through the analysis of document, the author gets to know that TBLI is based on certain research at home and abroad. But at present, scholars at home and abroad introduced the task and TBLT into English listening teaching in elementary school, junior middle school, senior high school and vocational college and made beneficial attempt and studies. However, TBLT was applied into the empirical studies of college English listening teaching, which was sparse. Therefore, the present study will combine the current situation of English listening teaching of non-English major students in NWUN, use the theories and methods of TBLT at abroad for reference, and design the classroom teaching experiments and obtain data in order to verify the actual effect of TBLT in this field. At the same time, the present study put forward its constructive opinions on the design principles and implement program of non-English major students' English listening teaching, which is supposed to be beneficial to the solving of the listening teaching problem in our country.In order to identify the effectiveness of this approach in the college English listening teaching, the author conducted the methods of document analysis, questionnaire, experiment and interview. Two sophomore English classes were chosen as the subjects. Class A10 was the controlled group (CG) and class A11 was the experimental group (EG). The experiment lasted for 14 weeks (from Mar. 17th, 2010 to June, 16th, 2010), and they were taught by the author herself in NWUN.As a result, it is proved that the application of TBLT to listening teaching at university is more effective than of traditional way: (1) TBLT can enhance the students'listening comprehension level; (2) TBLT has positive influence on emotional attitude of students'in listening studies(students of mid and lower-level has got more benefit from TBLT than students of higher-level drawn from the interview after experiment);(3) TBLT can help students overcome the difficulties of listening studies. They proved the three research hypotheses respectively which were put forward before the experiment. Last of all, the author summarize the limitations of present study and some implications, in the meanwhile, offer some suggestions for the future research.