The Effects Of Flipped Classroom Teaching On College Students' English Listening,Intercultural Communication Competence And Learning Motivation

Listening is an important part in intercultural communication.And different kinds of English tests are increasing the percentage of listening scores.What's more,New College English Curriculum Syllabus for non-English major require that the task of English teaching is to develop students' comprehensive application ability,especially their English listening and speaking abilities.Therefore,it is necessary to have some researches on English listening teaching.At present,more and more researchers realize that English teaching not only cultivates students' knowledge and scores,but also develops students' intercultural communication competence and learning motivation.This study focuses on the impact of flipped classroom teaching on college students'English listening,intercultural communication competence and learning motivation,so this thesis use flipped classroom teaching in English listening teaching,which is different from traditional English teaching method.This thesis use pretest and posttest.The research subjects are 91 non-English major students in grade one from Shaan'xi Normal University.Control class(45)students are from ideological and political education major and experimental class(46)students are from history major.From the end of August in 2017 to the end of December in 2017,the experimental class students used the flipped classroom teaching while the control class students used the traditional way of teaching.Triangulation is also used in this research to study the effects of flipped classroom teaching.Qualitative research method includes interviews and quantitative research method includes scales.In quantitative research,this study use two scales with high reliability and validity.The first scale is Academic Motivation Scale College Version(AMSC)in Chinese version to research students' learning motivation.The second scale is Intercultural Communication Competence Scale(ICCS),which is used to measure students' intercultural communication competence.These two scales are used to collect data from pretest and posttest.For the qualitative research,this study used interview to have a deep investigation on research subjects' ideas and understanding to the flipped classroom teaching.After the collection of data,multiple factor variance analysis and paired samples t test were used to test significant differences with SPSS 22.0.What's more,the author used NVivo 10 to have qualitative data analysis in order to find supportive reasons of the quantitative results.And through one semester's teaching experiments,the author gained the following main findings:1.Flipped Classroom Teaching method has improved students' English listening scores.All the students in this test benefit a lot by using the flipped classroom teaching,and their English listening abilities have improved.2.Flipped Classroom Teaching method has improved students' intercultural communication competence.According to the interview,the students' intercultural communication competence have increased by the use of current computer-assisted mode,this various and convenient teaching and learning methods improved students'learning interests.3.Flipped classroom teaching method has improved students' learning motivation and girls' learning motivation is higher than that of boys.4.In the process of interview,students give some advice on how to solve the problems emerged in the flipped classroom teaching,for example,divide students into groups,make time limitations,give students more time for classroom discussion,distribute the task in a more detailed way,teachers give some comments on students'performance,and give more instructions after class.