The Syntactic Teaching Of Long Sentences In Listening Comprehension

Since one of the problems that plague English-learners in China is the difficulty they encounter in improving their listening ability, more and more importance is attached to listening comprehension as a basic language skill. Many scholars focus on the various factors affecting listening comprehension, such as emotion, motivation, listening strategy or listening skills etc., but less attention is paid to the impact of long sentences on listening comprehension.By seeking the answer for how to reduce the difficulty of comprehending long sentences in listening text, this paper reviews the research on listening comprehension at home and abroad, and puts forward the syntactic teaching method of long sentences based on the theories and principle of the Schema Theory, short-term and long-term memory, learning strategy and syntax studies. First, it investigates the features and types of long sentences in listening text. Then, it analyses the reasons why learners have difficulty in comprehending long sentences and states the necessity of performing the syntactic teaching method in listening class with reference to the Schema Theory and short-term memory. Following that, the syntactic teaching method of the long sentence is presented. The author promotes the improved conventional grammar teaching method and presentes the synthetic teaching method with the aim of helping learners apply their grammatical knowledge to listening comprehension to the best. As a result, an empirical study is conducted. From the result of these experiments, it is found that the teaching method has some effect on improving learners' listening ability.As the population of the empirical study is Chinese college students, the result of the study can be applied to college English teaching. Some questions are presented for further exploration and then pedagogical implications are discussed. The author hopes that the syntactic teaching method will be helpful for L2 learners to move away the obstacles in listening comprehension.