An Analysis On Cognitive Levels Of Listening Instructions In The Senior High School English Books

With the great development of the new curriculum reform, English teaching attaches more importance to cultivating English learners’ thinking ability. What’s more,listening is the initial one among listening, speaking, reading and writing skills, so it’s necessary to analyze the cultivation of students’ cognitive abilities in English listening teaching. And nowadays the textbooks guide teachers to teach, so this thesis is aimed at the cognitive levels which are reflected by the listening instructions from senior high school English textbooks published by Foreign Language Teaching and Researching Press(FLTRP). Through analyzing the listening instructions from senior high school English textbooks, the writer tries to probe into these following questions. To begin with,what cognitive levels have the lower cognitive level instructions of listening parts in the textbooks published by FLTRP reflected? Secondly, what cognitive levels have the higher cognitive level instructions of listening parts in the textbooks published by FLTRP reflected?For the third part, what’s the proportion of every cognitive levels in the listening instructional parts from senior high English textbooks published by FLTRP and whether they are reflected step by step?The purposes of this study are to find out deficiencies of the cognitive levels reflected by listening parts in FLTRP senior English textbooks, and to help textbook editors take all cognitive levels into consideration and also to help English teachers find out the lack of cognitive levels in textbooks and take some measures to fetch up in real class teaching.This thesis mainly adopts the corpus researching method. Firstly, the writer will respectively input the pre-listening corpus, while-listening corpus and post-listening corpus of the listening instructions from FLTRP senior English textbooks. Then the writer will use some index words to search for in the corpus through AntConc, and analyze the statistics to obtain valid data.The main finding is that lower cognitive levels have covered in listening instructions of FLTRP high school English textbooks. However, only a few even few listening instructions belong to higher cognitive levels like applying level and creatinglevel, which has a negative influence on cultivating critical thinking ability of high school students. Therefore, teachers must take as many as cognitive levels into consideration when having a class. What’s more, the unbalance of the proportion on distribution of every cognitive levels in the listening instructions shows that cognitive levels aren’t reflected step by step in the FLTPR senior English textbooks.