On The Effects Of Pre-listening Situational Vocabulary Input(PLSVI)-a Study On Teaching Of Listening In A Local Senior High School

In today's fast-growing society,English listening comprehension still has a significant role in promoting students' all-round development.In the process of education reform,the majority of English educators and many researchers have always focused on English listening teaching.Listening teaching in curriculum standards and programs of many countries are often repeatedly emphasized.However,how to achieve the listening teaching requirements and tasks required from "English Curriculum Standards",which is the practical problem faced by majority of high school English teachers.Listening,one of the most important skills in the four basic English skills which are listening,speaking,reading and writing,is one of the significant method to obtain effective input.However,listening has been ignored in our senior high school teaching for many years;especially in rural areas.It is difficult to improve students' listening comprehensive abilities there.However,the pre-listening situational vocabularies input offers a teaching conception for modern English teaching.The theoretical studies on pre-listening vocabulary input influences on English listening comprehension are many but empirical research are not much.This study uses empirical methods to test and compare the significant differences between the experimental class and control class in teaching listening comprehension.It is intended to apply tests,questionnaires and interviews to answer the following questions:(1)Does PLSVI have significant effects on the second language learners' listening comprehension?(2)How does the PLSVI have effect on the top,middle and low students respectively?(3)What tips can we get from the application of the PLSVI on listening teaching?The subjects were selected from the grade three in Lishui SongYang No.2 Senior High School,of which class8 was classified as the experimental class where pre-listening situational vocabulary input methods was applied to promote listening while class9 was identified as the control class where traditional teaching method of listening was implemented.There was no significant difference between the two classes before the test.According to the results drawn from 16 weeks' teaching experiment and analysis of SPSS(16.0),the author found that:(1)the pre-listening situational vocabulary input can improve English listening achievement of high school students in rural areas;(2)students in different levels improved differently and the low achievers made most progress,followed by students in the middle and high achievers the least.Combining English listening teaching in rural high schools,questionnaires and interviews,the author drew some tips on the teaching implications of rural senior high school for listening comprehension.Based on the findings of the study,the author made a few suggestions on improving listening teaching and pointed out the limitations of this study as well as recommendations for further research.