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College English Listening Teaching Model Emphasizing Both Comprehensible Input And Output

Posted on:2013-05-04Degree:MasterType:Thesis
Country:ChinaCandidate:X L LiuFull Text:PDF
GTID:2235330362462860Subject:Foreign Linguistics and Applied Linguistics
Abstract/Summary:PDF Full Text Request
In current college English listening teaching, the traditional listening teachingmodel is still popular, with much focus on listening input but less on output. Althoughthe name of college English listening has been changed into listening and speaking,the majority of teachers still adopt traditional teaching method, that is, more listeningand less speaking or just listening without speaking. The complementary relationamong listening and speaking, reading and writing are still not given enough attention.The non-balance between input and output is one of main reasons enhancing students’English listening abilities.Based on the Comprehensible Input Hypothesis and Output Hypothesis of secondlanguage acquisition, this thesis aims to carry out a teaching experiment on enhancingcollege students’ English listening ability with the combination of listening, speaking,reading and writing. In the practice of English listening teaching, the paper comes upwith a feasible listening teaching model emphasizing both comprehensible input andoutput.However, what are the problems in current college listening teaching? How todesign a listening teaching model emphasizing both input and output? Is the newmodel effective or not to enhance students’ listening ability? The teaching experimentin this thesis is very responsible for answering such series of questions and givingsuggestions on how to improve students’ listening ability. The author carried out theexperiment in two intact classes of Inner Mongolia University for Nationalities lastinga term. The Control Class was taught by the traditional listening teaching model,which listening is the only way in teaching, with teacher’s explanation of words andchecking answers at last with less reading, speaking and writing practice. Listening isthe main task for students after class, without emphasizing the combination oflistening, speaking, reading and writing. On the other hand, the teacher adopted thelatest topics to the Experimental Class according to students’ interest and hobbies topractice listening with combination of group oral discussion. Outside class, the students were also required to loudly read more concerning the topic in class andcontinued to practice writing something about the topic offered oral practice anddiscussion. The experiment combined the questionnaire, listening tests and interviewas the instruments. A mixed method of both quantitative and qualitative research wasused. The software of SPSS was also introduced for the accuracy and reliability of thedata analysis obtained from the questionnaire and listening tests. From the results, wecan find out that the performance of the Experimental Class is much better than that ofthe Control Class. Therefore, it is obvious that the new teaching model emphasizinginput and output is effective in college English listening teaching. This thesis stillrequires more improvement.
Keywords/Search Tags:Comprehensible Input Hypothesis, the Output Hypothesis, college Englishlistening teaching model
PDF Full Text Request
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