The Implications Of Labov' Model For The Teaching Of IELTS Listening

Since China's reform and opening up policy, higher education is also gradually moving towards a greater openness, especially in the last decade, sino-foreign cooperation in the field of higher education is booming. With the development of foreign cooperation in running schools, and studying abroad, more and more candidates attend IELTS. However, the present situation of IELTS teaching in China is not very encouraging, especially in part of IELTS listening. Inspired by this, the present research will apply Labov's model to probe into IELTS listening teaching process, which is based on the former researches.Labov put forward a six-element structure to analyze the narrative discourse (abstract, orientation, complicating actions, evaluation, resolution and coda). The application enables us to examine the framework of teaching process from a macro point of view, to analyze the teaching content comprehensively, to master the theme in listening process. Narrative model is one of cognitive models which helps people to know the world. Combining with the features of IELTS Listening, this paper is trying to apply Labov's model to guide the process of IELTS teaching. In order to strengthen the feasibility of the study, a sample class is offered. Furthermore, to check the reliability and validity of the study, data analysis and interview were used for experiment. The results of the research show us that applying Labov's model, the teaching proves to be more effective than traditional methods. Most students in the experimental group have the correct perceptions of their role in the teaching and learning of IELTS listening; they are more actively involved in listening learning; they build their own learning strategies and could reflect on his own study. With the guidance of this model, teachers can design a much better process of teaching, organizing teaching activities; activate classroom atmosphere and inspires students' enthusiasm in learning.