A Study On The Application Of Multimedia-assisted English Listening Teaching In High School

As listening test scores are included in the college entrance examination scores, there are many problems in the current situation of high school English listening teaching. With the development of society, the traditional listening teaching cannot adapt to the multimedia technology of modern English teaching. In this paper, the author points out that it is imperative to use multimedia assisted English listening teaching and tries to explore the self-listening training methods by analyzing the advantages of multimedia technology compared with traditional teaching model. Multimedia technology for teachers and students of English provides teachers and students with a wealth of information resources and English-learning opportunities, the combination of multimedia technology and English listening teaching can create favorable learning environment and arouse students’ interest in listening, thus strengthening students’ cultivation of English ability. This has changed the means and methods of traditional English listening teaching and it will surely bring English listening teaching to a whole new level.In this paper, the author elaborates the effect of multimedia technology on the improvement of high school students’ listening ability based on constructivism theory, Krashen’s Input Hypothesis and Affective filter Hypothesis. Based on the theoretical analysis and practice, the author conducts two questionnaires and an interview on students from Shuyang High School in Jiangsu Province and also carries out a relevant experiment in class 114 and class 115 in grade one. The experiment involves three issues: Whether high school students’ interest can be aroused in English listening through the application of MCALL; Whether the interest in English listening can influence and improve the students’ academic performance; How can high school students improve their listening ability through the application of MCALL? In the experimental teaching process, the author adopts traditional English listening teaching methods in the non-experimental class. In the experimental class, the author uses some multimedia resources in listening teaching class. There are four steps in the class, which are material preparation and preview, material play and exercise, careful listening and consolidation, post-listening activity. After the comparison of pre-test result and post-test result of the two classes, the author finds that students in the experimental class have obviously improved their listening score. In the comparison of questionnaires before the experiment and the interview after the experiment, the author found that students begin to have interest in English listening learning after the experiment. The experimental results also have limitations due to the limited level of the author and experimental conditions.This paper is divided into five parts. The first part introduces the current situation of high school English listening teaching and research significance; the second section provides an overview of multimedia and research related to the multimedia-assisted English listening teaching at home and abroad; the third part describes the theoretical framework of this article; the fourth part states the experimental teaching steps of the application of the multimedia on improving high school students’ listening ability and data collection and analysis; the last part is the summary of the paper.