| As an input skill,listening plays an important role in the development process of students' language,and their listening comprehension is closely related to the listening materials they use.Video teaching materials are integrated with picture,text,sound,image and so on,which can fully mobilize the learners' various senses.Video assisted listening materials has become a common listening teaching method for many English teachers.In recent years,extensive attention has been paid to the research of video listening teaching mode.Some scholars have pointed out that video listening teaching mode can help learners to understand better,but some scholars have pointed out that video mode does not play a positive role in listening comprehension,and sometimes it can hinder learners' listening comprehension.This study is guided by the input hypothesis theory and constructivism theory as its introduction.On the basis of theoretical support and empirical study experience of the previous researches,the purpose of this study is to explore the feasibility of video listening teaching mode in junior high school English listening teaching.This study aims to answer the three questions as follows:1.What are junior high school students' perceptions of audio-visual materials?2.Is there significant difference in junior high school students' listening comprehension achievement between audio and video teaching modes?3.What are junior high school students' attitudes towards video listening teaching mode?This study adopts the questionnaire investigation method,the experimental method and the interview method.The participants are 100 students of two parallel classes in the ninth grade of No.19 Junior High School in Yining City,50 students are experimental group and 50 students are control group.In order to understand students' perceptions of audio-visual materials,a questionnaire survey of the students in two groups was conducted at first.Before the experiment,students were conducted a listening test,the results showed that the listening level of the two groups was similar.Second,students in experimental group and control group were given video listening teaching mode and original listening teaching mode for 10 weeks respectively.After the experiment,the two groups were tested again,and six students were interviewed from the experimental class to know students' attitudes towards video listening teaching mode.Finally,the collected data of the questionnaire,pre-listening and post-listening tests and interview was analyzed.SPSS software was used to analyze the collected data of the questionnaire and the listening tests,so as to draw a conclusion.The results show that junior school students have a good comprehensive ability and judgement of audio-visual materials from the perspective of multiliteracies,which provides the basis for the listening teaching of video mode.And there is a significant difference in students' listening comprehension achievement between audio and video teaching modes.Video teaching mode can improve junior high school students' English listening achievement effectively.Students also have a positive attitude towards video listening teaching mode,it is proved that video mode plays an important role in improving the listening level of junior high school students.Therefore,from this experiment,we can sum up the enlightenment of video mode applied in junior high school listening teaching and learning.In this way,this study provides reference for later study and reference for further research,and this study can also provides reasonable solutions and suggestions for the English teachers in English listening.In English teaching,teachers should innovate foreign language teaching methods and improve teaching methods.According to the law of students' cognitive development,the teaching design should be carried out and the teaching contents should be arranged,so as to create an appropriate environment for students to learn English,and students can achieve better learning results. |
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