| EFL listening has been problematic to many students and teachers in China. Thetraditional teaching method has occupied listening instruction for a long time, andnot only teachers but also students have already been fed up with it. Students cannotachieve satisfied scores in the test, let alone foster their learning ability. The currentresearch is conducted to explore the effectiveness of applying the Theory ofConversational Implicature to EFL listening class in order to change the currentsituation, namely, to improve students’ listening scores and to cultivate theirpragmatic competence.The research is carried out on the basis of the Theory of ConversationalImplicature by testing56subjects who are all freshmen from the School of EnglishStudies, Xi’an International Studies University. Before training, all the participantsare given the pretest, the results of which are analyzed by means of SPSS11.0toensure there are no prominent differences on their listening proficiency. After twomonths’ training, all the subjects of the experimental class and the control class takethe posttest. By comparing the results of the posttest and the pretest, the authordiscovered that the Theory of Conversational Implicature has positively influencedthe score of the experimental class，whereas the control class did not achieve anyprogress. Another instrument used in the experiment is the questionnaire which wasperformed to investigate three types of information of students’ EFL listening.The implications of the research lie in:1) application of ConversationalImplicature in EFL classroom instruction can help improve students’ listening scoresand their listening proficiency at large;2) introducing a new theory such asConversational Implicature can stir students’ learning interest and, therefore,motivate students to infer the implied meanings from behind or between the lines ofutterances, which will assist them in laying a solid foundation for their futureEnglish study. |
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