A Study Of The Application Of Reading-aloud Training To English Listening Teaching In Rural Junior Middle School

Listening plays an important role in the process of English learning. TheEnglish Curriculum Standard for Compulsory Education which was issued in2011bythe Chinese Ministry of Education shows that the overall goal of English course is tocultivate students’comprehensive language application ability and develop basic skillsof listening, speaking, reading and writing. But now there are some problems existingin English listening teaching of rural junior middle school in our country. For example,students lack awareness of learning English listening well; mother tongue interference;rural junior middle schools lack teaching hardware and software; single classroomteaching mode makes students bored; the students lack listening skill training.Although some researchers realize that reading aloud plays a positive role inlistening to some extent, there are few empirical researches related to this aspect. Thisis the starting point of the research. On one hand, based on schema theory, voluntaryattention hypothesis theory and information processing theory, the author analyzeddomestic and foreign research related to listening and reading aloud and researchrelated to reading-aloud training which promotes listening teaching development. Onthe other hand, the author conducted the empirical research. The research questionis:1) The relation between reading aloud and listening;2) Whether reading-aloudtraining can improve students’abilities of listening and differentiating in the aspects ofEnglish words, sentences and discourse. The research subject is eighty-four studentsin Grade Eight in the Dao Koupu Middle School, Class One is regarded as theexperimental class, while Class Two is regarded as the control class. Before theexperiment, students took a listening test and reading-aloud test. The results showedthat the level of students’ listening and reading aloud was the same. Then, it took sixweeks for the students in the experimental class to do reading-aloud training. Theexperiment was done in the morning reading and class, but it was mainly done in themorning reading. The teacher should teach students the correct reading-aloud skills.Language input material of two classes is the same, but students in the experimental class read aloud material, while students in the control class read material silently. Sixweeks later, the two classes had a listening test and reading-aloud test. At the sametime, students had a word test to further verify that reading-aloud training could helpto improve the students’ ability of listening and differentiating in the aspect of words.By means of data analysis of experimental results, the author can conclude that:1)There is inherent relation between reading aloud and listening2) Reading-aloudtraining can improve students’ abilities of listening and differentiating in terms ofEnglish words, sentences and discourse, so the reading-aloud training can be appliedto English listening teaching to promote the development of listening teaching in ruraljunior middle school.