A Study On The Application Of Note-taking Of Interpretation In Teaching College English Listening Comprehension

Although note-taking has been mostly utilized by people in interpreting all along,its effect has been well-recognized by EFL educators. However, little empiricalresearch has been done to investigate combined effects of note-taking instruction andnote-taking language in an acquisition-poor environment, where English is used as aninstructional language yet the audience is composed of mainly non-native Englishspeakers. Also, few studies have paid attention to the effect of note-taking on differenttypes of texts and different note-taking strategies that can be applied accordingly.This study is based on Schema Theory and Relevance Theory with reference toDaniel Gile’s Effort Model. In this thesis, the author introduces the history anddevelopment of interpreting note-taking home and abroad, as well as the current EFLstudents listening strategies. It can be easily inferred that close relationship has alwaysexisted between note-taking strategies and English listening comprehension. Then, theauthor expounds the function of note-taking in teaching English listeningcomprehension by introducing and analyzing the above mentioned two theories andEffort Model. Instructional implications can be naturally concluded that note-takingstrategies can be applied into College English listening comprehension. In the fourthchapter, note-taking strategies are put forward and put into practical usage during theprocess of teaching college listening practice. All these scripts are chosen from NewCollege English View. Listen. Speak (Book One). Based on this practice, advantagesof note-taking in teaching college listening comprehension are obvious andself-evident. Meanwhile, difficulties in taking notes for EFL students have also beennoticed. Therefore, more instructional implications of note-taking in teaching collegelistening comprehension are disclosed.This study reveals the value and importance of explicit, sustainable note-takinginstruction used in teaching college English listening comprehension. To help EFLlearners better comprehend both short conversations and long passages, teachers havebeen supposed to teach how to take notes in an organized manner and encourage the use of English.