A Study On College English Listening And Speaking Teaching Based On JPM-flipped Model

With the increasingly international exchanges and the rapid development of telecommunications technology,China is attaching more and more importance to the ability of listening and speaking in the language training of inter-disciplinary talents.At present,the listening and speaking abilities of non-English majors still need to be improved.With the continuous development of MOOC and flipped classroom,many universities in China have embarked on the combination of MOOC and flipped classroom,and take Task-based Language Teaching as the main teaching approach to conduct flipped teaching of English Listening and Speaking Course(ELSC).However,it is limited in the effect of improving listening and speaking ability under this teaching environment,and the problems of students’ low participation and low communication with teachers are visible.It has been found that Ji TT and PI provide opportunities for students to give before-class feedback and in-class feedback respectively.With the Ji TT approach,teachers can make teaching adjustments before the next class.And PI approach is also beneficial for students’ learning providing more opportunities for second language(L2)output and interaction with others.Therefore,under the guidance of constructivism,assimilation theory and humanistic learning theory,this study integrates Ji TT approach and PI approach,and designs the JPM-flipped teaching model referring to the development and reform requirements of English listening and speaking teaching for college students in China,aiming to improve the enthusiasm and initiative of students’ listening and speaking learning and improve their English listening proficiency and speaking proficiency.This study randomly selected 100 non-English major sophomores in a university of Chongqing.Two classes with the relative same level of listening and speaking proficiency were selected through the pre-test with 25 students in each class.Then,the two classes were conducted a 13-week teaching experiment with different teaching modes,and the listening and speaking levels of the participants were tested before and after the experiment.The experimental class applied JPM-flipped classroom and the control class applied TBLT flipped classroom.After that,a questionnaire survey was conducted to explore the learners’ satisfaction with theirteaching model.Finally,interview was conducted to understand the views of learners on the JPM-flipped Model.The research findings are listed as follows:(1)JPM-flipped instruction is more conducive to improving students’ oral fluency and coherence and lexical resources compared to TBLT Flipped classroom.(2)JPM-flipped classroom plays more positive roles in reconstructing learners’ knowledge and increases pre-class interactive feedback and in-class engagement,providing a free,relaxed and supportive learning atmosphere for students.(3)The participants show positive attitudes towards JPM-flipped classroom.Through interviews,it was found that the quality of MOOC and the lack of extracurricular activities were also factors affecting learners’ learning.This study provides a solution on the flipped teaching of College English Listening and Speaking Class,increasing the close connection between online and offline learning of learners and the positive students-teacher feedback loop before class,and promoting active before-class and in-class participation,so as to improve the teaching effect.