A Case Study On The Status And The Countermeasures Of College English Listening Teaching In The Multimedia Environment

Language is the most important communicative tools of human being. It is theexpressing symbol in communicating, and the media of exchanging ideas among people.Listening is one of basic skills in language expression. Without good listening comprehensionability, we can’t use language flexibly to exchange thoughts and communicate. As the secondlanguage, English is learned by all the students in China. Weakness in listening skills has beengotten much attention.Nowadays, college English listening teaching in the multimedia environment has beenwidespread in the whole country. This teaching environment can make up for the deficiencyof the traditional listening teaching, but the change of this teaching mode just more reflects inthe improvement of the facilities, and the teaching effect has not been improved with theupdating of equipments. Many teachers just use the multimedia equipments as demonstratingtools; they don’t make the technology and teaching theory into effective integration anddesign the teaching mode systematically. The advantages of multimedia don’t get good play.As English teachers, we need to master the barriers of students in listening and the problemsof teachers in listening teaching, and it will have important significance in improvingundergraduates’ English listening level.Aiming at this issue, interview and test methods were used to investigate the status oflistening course in institute J. In the introduction, it expounds the background, significance ofthe study, and literature review. Chapter1states the design of the research, including definingthe research objects, methods，and data collection. In chapter2, it summarizes the problemsexisted in college English listening course in multimedia environment, including lacking ofthe hierarchy in teaching goal, outmoded and simplification of the teaching mode, weakeningthe advantages of the multimedia teaching environment, lacking of the teaching designs,ignorance of the procedural teaching evaluation, and the problems of teachers’ teaching andstudents’ learning. Chapter3illustrates some countermeasures of college English listeningteaching.