The Effect Of Repetition On Chinese EFL Learners' Listening Comprehension

Listening plays a vital role in second language learning,and it is a universal difficult point as well.With the development of the second language acquisition,the study of listening is also constantly strengthened.In recent decades,linguists and researchers have done a lot of research on the factors affecting listening comprehension and how to improve listening comprehension.Among them,task support is one of the most important factors affecting listening comprehension,and also one of the means to improve listening comprehension.As a common form of task support,there are lots of studies on the effect of repetition on second language learning,but the research on the relationship between repetition and listening comprehension is still lacking.Therefore,this thesis explores the effects of repetition on listening comprehension of Chinese English learners of different language proficiency under the framework of the task support,taking Input Hypothesis,Working Memory,Noticing and Cognitive Processing Model of Listening Comprehension as the theoretical basis.In this study,repetition is divided into three forms: no repetition,immediate repetition and delayed repetition.Six classes of 169 non-English major students were selected as subjects.They were divided into 3 groups,namely two classes in each group;all then taking a listening test.With the help of social statistics software SPSS for data analysis,the final results were obtained.The results of the study show that repetition has a significant impact on listening comprehension.The main findings are as follows: firstly,repetition contributes to listening comprehension,and delayed repetition is more effective than immediate repetition.Secondly,the effect of delayed repetition on listening comprehension of different levels of English learners is significantly different,while the other two kinds of repetition have no significant difference.Thirdly,repetition can promote both receptive and productive tasks.It also plays a role in promoting different types of problems.Fourthly,the subjective benefits of the delayed repetition group were greater than that of the immediate repetition group.In the immediate repetition group,subjective test and listening comprehension showed significant positive correlation,but in the delayed repetition group,the correlation was not significant.