An Empirical Study Of Interactive Listening Teaching Based On CALL

There are two aspects in the basic ideas of college English teaching reform: one is to modify the original syllabus to a new college English course teaching requirement, changing the focus on reading comprehension to focus on listening and speaking, and improving students'comprehensive application ability; the other is to reform the present teaching mode, shifting the mode of simply relying on coursebook, chalk, blackboard, teacher's presentation and students'listening to the individual and active compositive learning mode of computer (net work ), teaching software and classroom teaching. The research is conducted under the direction of the two basic ideas, whose objective is to examine whether the teaching mode of giving listening strategy instruction, choosing appropriate listening materials and communication through QQ can strengthen students'listening motivation and listening strategy use and improve their listening proficiency.71 students of two natural classes from economy and Trade College participate in the project. One class is the experimental group. The other is the control group. The students of the experimental group learn listening in the self-access center. The listening materials are the college English (new version) CD, New Oriental Biz English and the New Oriental interactive CNN English CD. The students of the experimental group communicate with each other on QQ while they are learning English through the software. However, the control group received the regular teaching in the multimedia classroom. The teacher plays CD of College English (new version), and the students listen to them. The students of both groups are instructed listening strategy use and investigated by answering the questions of the questionnaire about their listening strategy use and listening motivation before and after the experiment. Before the experiment the listening scores of their last term's final exam are recorded as the pre-test. And after the experiment the listening scores of their CET-4 are compared with the pre-test. Their learning diaries are used to learn about their listening strategy use and listening motivation. Research results indicate that the students'listening proficiency improvement of the experimental group is more significant than that of the control group. The experimental group's listening motivation and listening strategy use changed more than that of the control group and that of their own before the experiment. Besides, the correlation of listening motivation and listening strategy use are also quite different from that before the experiment. Above research results show the interactive listening of CALL teaching mode is feasible. It can improve learners'listening strategy use and spur learners'listening motivation, as well as improve learners'listening proficiency.