Analysis Of The Learning Psychological Mechanism Of Chinese College Students' Foreign Language Listening Comprehension From The "Cognition-Knowledge Bilingual Double Structures"

Listening is a form of communication, and access of getting information and knowledge as well. Thus, the acquisition of listening ability is one of the most important tasks in foreign language learning. Researchers from home and abroad have been continuously carrying out researches and explorations for years to enhance the listening ability of foreign language learners from various perspectives in both the theory and practice.In recent years, although influenced by the "grammar-translation method", "direct method" and "audio-lingual method", etc. the college English teaching level has been enhanced on the whole, there still exist time-consuming and laborious and inefficient phenomena. So, how should we teach English? The author believes that we cannot copy indiscriminately the informed research findings or follow traditional teaching methods. At present the urgent problem needed solving is to research new, multi-layered and multi-level series of teaching methods, which are suitable for our country's conditions.In view of these questions, the Cognition-Knowledge Bilingual Double Structures Theory (CKBDS) was firstly put forward by Professor Yin Demo, dean of School of Foreign Language Studies in Xihua University, in the 3rd Asian TEFL International Conference on November 5th, 2005. CKBDS mainly concerns the correlations between language and thinking, and the mental learning mechanism of adult EFL learners.Based on the theory of "CKBDS", and from the perspective of relationship between language and thinking, this thesis makes a theoretical and empirical study on the learning mechanism of adult EFL learners' listening comprehension—one of the most important language skills, aiming at exploring the best approach to listening teaching of Chinese college students (adult EFL learners).There are five chapters in this thesis.Chapter one is an introduction about the whole thesis. It contains the importance and necessity of this study, the main research methods and the thesis structure.Chapter two briefly reviews the definitions of listening, some influential listening models, listening ability components, storage and activation, schema theory, relevance theory, learning transfer, bilingualism and bilingual storage models.The theoretical foundation of "Cognition-knowledge Bilingual Double Structures" such as Chomsky's universal grammar, language acquisition device, and other related theories in behaviorism and cognitive psychology are explored in Chapter Three. The content of "Cognition-Knowledge Bilingual Double Structures" is explained in this part, too. On the basis of the theory of "Cognition-Knowledge Bilingual Double Structures" and Chomsky's "Transformational-Generative Grammar", the author's academic notion is proposed that the key of English listening comprehension lies in the cultivation and formation of English thinking model, which progressively develops and becomes perfect after related schema is established and complex English-Chinese overlapping system of thinking structures are formed in the brain through a large amount of English input instead of only depending on the classroom teaching.Chapter Four will validate the academic notion proposed in Chapter ThreeChapter Five mainly discusses the theoretical value of this study and the problems remaining to be explored.