An Experimental Study Of Senior High School English Listening Teaching Based On Discourse Markers

Listening is one of the four basic language skills.It is one of the important ways for students to input English,too.It's also the current difficulty for senior high school students.According to the requirements of Common Curriculum Standard of Senior High School for students' English listening ability,the listening classes should be taken seriously.Therefore,it is an important task in English teaching to improve the English listening comprehension of senior high school students.In order to have an effective teaching method of English listening,the author researches the teaching of English listening in senior high school from a new perspective by the guiding of the discourse markers and relevance theory.The problems to be solved in this research are as follows: 1)In the process of listening,what is the cognitive level of senior high school students in discourse markers? 2)Does the listening teaching based on discourse markers have an effect on improving the English listening ability of senior high school students? 3)If there is an impact,which improves the students' listening ability,can the effect be sustained over a long period of time?The whole process of experiment is based on discourse markers and relevance theory.In the first grade of senior high school,two classes of students were studied,and one of the classes adopted the listening teaching mode based on discourse markers.The author used tests,questionnaire survey and interview to obtain research data,and used SPSS software for scientific analysis.In this study,the students of two classes were surveyed by questionnaires before the experiment,focusing in the students' cognitive level of discourse markers.The purpose of English listening test before and after the experiment is to see whether the listening teaching based on discourse markers can improve the English listening ability of senior high school students.Finally,after the end of the experiment,students were interviewed after the final exam to see if the effect could be maintained after the students' hearing level wasimproved.Through quantitative analysis and qualitative analysis,it is found that listening teaching based on discourse markers has a positive effect on improving the listening comprehension level of senior high school students.First of all,based on the discourse markers of listening teaching effectively improves the students' awareness of language of discourse markers.Secondly,after accepting the listening teaching based on the discourse markers,students can predict what will happen in the following part of listening.Their ability of understanding the attitude of the speakers was improved.The most important is that they knew where is the point in the listening tests.Meanwhile,it enhances the confidence for senior high school students' listening comprehension tests.It is most obvious that the students with middle score or low score were improved most obviously.The research proves that the listening teaching based on discourse markers is effective in improving students' listening performance.Discourse markers can be used to guide senior high school listening teaching and improve the test scores of listening comprehension.