The Application Of The Comprehensible Input In Junior English Listening Teaching

Along with the development of research on foreign language teaching, scholars pay more attention to listening teaching. At the early age, scholars regard the listening comprehension as a passive and receptive process and they only focus on comprehending words, phrases and sentences respectively in the material. However, after a long period of study, scholars find that listening comprehension is an active and interactive process which involves the cognitive reconstruction. Language acquisition usually starts from listening comprehension. Learners get information through listening, negotiate it with their cognitive structure, finally comprehend the material and form a new cognitive structure. But in real listening teaching class, teachers do not take listening teaching seriously. Learners also have more or less problems in listening comprehension. This paper is aimed to verify whether listening teaching based on comprehensible input could help learners improve their listening comprehension.This paper starts from Krashen’s Input Hypothesis. Krashen’s Input Hypothesis includes five hypothesis:the Acquisition-learning Hypothesis, the Monitor Hypothesis, the Natural order Hypothesis, the Input Hypothesis, the Affective Filter Hypothesis. When acquiring the language, learners need get enough input which is interesting, relevant and comprehensible. Therefore, teachers need to design various kinds of activities and provide abundant comprehensible input. Teachers also need to judge learners’Zone of Proximal Development. When the learning material is a bit difficult for learners but could be comprehended with help, learners could grasp it efficiently. According to learners’Zone of Proximal Development, teachers should choose the input which is related to both learners’ existing knowledge and the material. To some unfamiliar material, teachers could take advantage of the Advanced Organizer to provide the comprehensible input. Besides, the Multimedia technology also makes the comprehensible input more varied.This writer does research in these two methods:experimental method and questionnaire. The writer takes Grade 8 students of a middle school as subjects. The writer tries her best to keep a balance of all other surrounding factors between these two classes. The questionnaire is presented in the form of multiple-choice question and subjects should choose the proper items according to their feedback. After the experiment, the writer analyzes the data and discuss the findings.The result shows that all subjects get a progress after this five-week experiment, but the Experiment Class gets a more obvious progress than the Control Class. Besides, various kinds of activities arouse the subjects’interests in listening class. When the material is a bit difficult for subjects, they could learn quickly. The view of advanced organizer could help learners accept those unfamiliar material efficiently.