A Study On The Impacts Of Pre-listening Vocabulary Teaching Activities On Listening Comprehension In Junior Middle School

English listening comprehension is always the important part of junior high school students' English learning,and it is also the teaching content that many teachers have constantly worked on improving.However,under the background of examination-oriented education in China,the traditional mode of“listen to the recording and check answers”is still prevalent,and many teachers neglect the significance of preparation in pre-listening stage.In China,although plenty of teachers regarded vocabulary teaching as a pre-listening teaching activity in daily teaching,there are few studies about the impacts of pre-listening vocabulary teaching activities on listening comprehension.In foreign countries,there isn't a consistent conclusion about the impacts of pre-listening vocabulary teaching activities on listening comprehension.In addition,as a kind of vocabulary teaching activity,Chinese translation has been frequently mentioned in previous studies,but English translation is relatively less common.The difference between Chinese translation and English translation on listening comprehension hasn't been studied in previous studies.Therefore,based on the above reasons,this study focuses on the impacts of pre-listening vocabulary teaching activities on listening comprehension and compares the effects of two pre-listening vocabulary teaching activities(Chinese translation and English translation)on listening comprehension.The following questions are answered:(1)Does pre-listening vocabulary teaching activities have positive effects on listening comprehension?If yes,what are the effects?(2)How do the effects on listening comprehension differ between Chinese translation and English translation?(3)What is the attitude of students towards pre-listening vocabulary teaching activities?In this study,82 students in two classes from N0.44 Middle School in Shijiazhuang,Hebei Province were selected as research subjects.The class that was given the Chinese meaning of target words was called Chinese translation Group(CG)while the class that was given the English meaning of target words was called translation Group(EG).The results of the pretest show that there is no significant difference in the English listening grades between the two classes.Before the experiment,the researcher selected the target words needed for pre-listening vocabulary teaching based on the inspiration of predecessors' research and the assistance of experienced teachers.In the experiment,the target words were given to the subjects in the form of PPT,and then the listening test was conducted.After the experiment,questionnaires were sent to the subjects to test the subject's attitude toward pre-listening vocabulary teaching activities.The experimental results show that:First,the pre-listening vocabulary teaching activity can improve students' listening comprehension.Second,there is no significant difference between the effects of Chinese translation and English translation on listening comprehension.Both two pre-listening vocabulary teaching activities have significant effects on listening comprehension.Finally,students have a positive attitude towards pre-listening vocabulary teaching activities and Chinese translation activities are more popular.In summary,this study confirms the positive effect of pre-listening vocabulary teaching activities on listening comprehension.In addition,two effective methods of pre-listening vocabulary teaching activities are provided:both Chinese translation and English translation can effectively promote listening comprehension.Finally,the author pointed out the limitations and suggestions of this study.