An Application Of Conversational Implicature In College English Listening Teaching

English listening is the necessary content of learning English. At the same time, it alsoplays an important role in verbal communication. Different scholars from different fieldshave studied it from different angles. To some extent, these studies promote thedevelopment of college English listening teaching. However, there are still many problemsin college English listening teaching in our country. With the development of the society,more and more attention has been paid to language communication and its application inthe real environment. Traditional teaching methods can not meet the requirements of thestudents. Traditional listening comprehension teaching often pays too much attention to theinterpretation of the words, phrases and so on. Most of the college students begin to loseinterests in English listening classes. What is more, they find it hard to answer theinferential questions in CET4. A new teaching method should be introduced to the collegeEnglish listening classes in order to solve the current problems.In our daily life, people usually tend to make use of conversational implicaturebecause of different purposes. So in order to develop the students’ listening comprehensionproficiency, the author tries to put the conversational implicature theory into collegeEnglish listening class. Besides, it is hoped to improve the score of listening part of CET4and change the students’ negative attitude to the English listening classes.Through literature review, questionnaire survey, SPSS experimental investigation, theresearch tries to study the application of conversational implicature theory to collegeEnglish listening classes.The research aims at answering the following questions:Firstly, can the application of conversational implicature in college English listeningclasses improve the students’ listening proficiency in CET-4？Secondly, what’s the students’ attitude to the application of conversational implicaturetheory in college English listening classes?Two classes are chosen from Art and Science College of Bohai University. Before thetraining process, the pre-questionnaire is performed to know the students’ attitude to thetraditional teaching method. The pre-test is performed to know whether the students’listening proficiency in EC and CC are at the same level. Then a new method based on theconversational implicature theory is introduced to EC. The training process lasts a semester.The whole training process includes three stages. The first stage is to introduce the theory.The second stage is to help the students to use the theory infer the intentions of the speakers. The third stage is to review. After the training process, the post-test is performedto know whether the new method can have some effect on improving the students’listening proficiency. And the post-questionnaire is performed to know the students’attitude to the new teaching method. The data collected indicate that the application of theconversational implicature theory can improve the students’ listening proficiency. What’smore, the students hold a positive attitude to the new method.Firstly, the thesis gives a short introduction to the background, the purpose, thesignificance and the layout of the thesis. Secondly, the thesis introduces relevant researcheson conversational implicature theory and listening teaching both at home and abroad. Thenit followed by the application in college English listening teaching. The researchmethodology proposes the research questions, elaborates the subjects, the instruments andpresents the procedure of the research. Data analysis mainly focuses on the analyses ofdata and draws conclusions. In this part, the needed data will be collected and analyzed.Firstly, the figures of the questionnaire show that the students hold a positive attitude to theapplication of the conversational implicature theory in college English listening class.Secondly, the quantitative analysis is performed on the experimental class and the controlclass. From the data, we can see the post-test result of the experimental class issignificantly higher. Finally, the thesis concludes the major findings, points out thelimitations and puts forward further suggestions.