A Study On The Application Of Interactive Model To Listening Teaching In Junior High School

Listening accounts for a large proportion in English learning.Nevertheless,the current listening teaching classes in China emphasize on the rote memorization of English words and grammatical structures.Traditional teachers often use two teaching models in listening course: the bottom-up model and top-down model.However,the training of strategies is ignored.The interactive model can cover the shortage of these two models.This thesis aims to explore the effect of interactive model on students' English listening learning and to help students solve listening difficulties in junior high schools.Three research questions are to be addressed in this thesis:1.Can the interactive model solve the main problems that students face in listening comprehension?2.What are the differences about students' use of listening strategies in the interactive model-based class,in comparison with the traditional class?3.To what extent can the application of interactive model improve students' listening proficiency?The number of the participants is 81.This study was conducted in No.17 Junior High School in Handan City,Hebei Province.Class One with 40 students was selected as Experimental Class(EC)and Class Two with 41 students as Control Class(CC).The students in two classes have the similar proficiency in listening.Both EC and CC students were taught by the same teacher and used the same textbook in three months(from 4th September 2017 to 26 th November 2017).The EC Students had the interactive model-based instruction,while CC students received the traditional teaching.Research instruments are questionnaires,tests and the interview.The data were analyzed by SPSS 19.0.The research findings show that the interactive model-based instruction can help students to reduce the frequency of their listening difficulties.They can also use more listening strategies during listening after the experiment.Most of them can use the listening strategies automatically.In the meantime,the EC students' listening proficiency has significant improvement after the experiment.Finally,the pedagogical implications and suggestions for further study are discussed.