Research On English Listening Teaching In Senior High School From The Perspective Of Conversational Implicature Theory

Listening is one of the input skills for foreign language learning.In the college entrance examination,the total score of listening is 30,which accounts for a large proportion.Therefore,we should pay attention to the status of listening in English teaching,and use appropriate listening strategies to develop students’ listening skills.From the perspective of Conversational Implicature Theory,this research takes the students and teachers of the third grade of a high school as the research objects.It analyzes from the two levels of students and teachers by the method of questionnaire,classroom observation,test and interview.And the following questions are raised:(1)What is the current situation of English listening teaching in the third grade?(2)How do teachers combine the college entrance examination listening and Conversational Implicature Theory?(3)How can teachers apply Conversational Implicature Theory in teaching to improve students’ listening ability?By analyzing the research data,it can be found that teachers still adopt the traditional teaching mode and ignore the important position of listening in English teaching.Teachers pay more attention to the explanation of basic language knowledge such as vocabulary and grammar in listening teaching,and lack the input of cultural background knowledge and the cultivation of pragmatic ability.In the process of listening teaching,teachers seldom train students to distinguish the direct meaning and the implication of the dialogue.Therefore,when the listening dialogue violates the principle of cooperation and expresses the implication,it is difficult for students to deduce the true meaning of the dialogue,and the error rate is also higher.This also shows that students lack the ability to independently analyze and understand problems,as well as the ability to reason and judge.This research combines Conversational Implicature Theory with the English listening dialogue of the college entrance examination,and analyzes how the dialogue violates the cooperative principle to express implication,and provides new ideas for teachers and students to use the cooperative principle in the listening process.Through teaching case analysis,explore the application of Conversational Implicature Theory in English listening teaching of high school,and strive to improve students’ listening comprehension and derivation ability.Through research,the author tries to give the following suggestions: Teachers can guide students to understand the principle of cooperation through case analysis,and then master the meaning of words.Through training,help students use it in listening tests and understand the core meaning of dialogue.In addition,when teachers use theory to guide students,they should carefully choose the content of teaching and use class time reasonably to ensure the efficiency of teaching.Under the guidance of teachers,students learn related theories and strengthen the accumulation of cultural background knowledge,cultivate and improve their own ability to understand the Conversational Implicature Theory.