The Effects Of Focrsing Device And Key Visuals Aid On The English Listening Comprehension Of Primary School Students With Different Working Memory Capacity

Many experts and scholars have done a lot of research on English listening, but most of them are discussed listening comprehension process of middle school and university students by English and Education, for the listening comprehension research of primary school students, it is very few, especially connected with the research of phonology level, visual-listening integration and cognition. To integrate these aspects, this study discusses the effect that the different focusing device and key visuals aid on the English listening comprehension of primary school students with different working memory capacity.This study designed three experiments which use the sixth grade students as the participants. In pre-experiment, we mainly screen and identify the experimental material; In experimentⅠandⅡ, we both adopt 3×2 between-group experimental design, among them we discuss the effect that the focusing device on the participants'English listening comprehension scores with different working memory capacity in experimentⅠ, and discuss the effect that the key visuals aid on the participants'English listening comprehension scores with different working memory capacity in experimentⅡ.In this research, we obtain following results:1. Under the different focusing device, the English listening comprehension scores of all participants in descending order are: focus pause+focus accent, focus pause, no focus focusing.2. In the focus pause+focus accent and focus pause device, there is significant difference on the participants'English listening comprehension scores compare with no focus focusing, but there is no significant difference between the focus pause+ focus accent and focus pause device. So this can show that in focus focusing, the English listening comprehension scores of all participants are higher than no focus focusing.3. To the low working memory capacity, there is significant difference on the English listening comprehension scores between the focus focusing and no focus focusing, but there is no significant difference to the high working memory capacity. That's to say, the low working memory capacity are more benefit from the focus focusing than the high working memory capacity. 4. Under the different key visuals aid, the English listening comprehension scores of all participants in descending order are: before listening, after listening, no key visuals.5. When we present key visuals before listening, the English listening comprehension scores of all participants are the highest. There is significant difference compare with presenting key visuals after listening and no key visuals, but there is no significant difference between presenting key visuals after listening and no key visuals.6. The English listening comprehension scores of the high working memory capacity are higher than that of the low working memory capacity.