An Experimental Study Of Frame Theory-based Listening Teaching In Senior High School

Listening is a complicated cognitive process,which is also a difficult point of foreign language teaching for basic education in China.The traditional teaching of English listening in senior high school ignores the relevance between listening and framework knowledge,especially the positive effect of framework knowledge on the improvement of students’ listening ability.Therefore,numerous scholars and teachers at home and abroad have carried out the relevant research on the teaching of listening and framework knowledge,and have proved that it is superior to the traditional listening teaching.However,most of the previous related research does not explore its effectiveness in improving English listening from multidimensional perspectives:firstly,most of the research participants are college students,few research participants are middle school students.Secondly,most researchers fail to take into account the differences in students’ existing ability or the effect of the differences on the improvement of their listening ability.Thirdly,the previous studies on the listening teaching in high school are mostly based on score but less involved in students’ writing interest.Therefore,based on the frame theory and the Underwood’s three phase listening teaching method,this research adopts the frame-based listening teaching method in experimental group and explores the effectiveness of improving the English listening ability of students at different levels in senior high school.The research questions are as follows: 1)Which is more effective in improving the senior high school students’ listening performance,frame-based listening method or the traditional one? 2)Can the frame-based listening teaching method improve the English listening ability of senior high school students at different levels? If so,which level of students’ English listening ability improvement will be more significant? 3)Can the frame-based listening teaching improve the listening interest of students at different levels insenior high school?In this study,listening teaching experiment was adopted among 58 students in two classes in a Guangzhou senior high school and lasted for three months,namely,12 weeks.Listening tests were conducted before and after the teaching experiment to test the differences between the two classes’ existing level and the improvement of their listening ability.Interviews were also used before and after the implementation of the teaching to measure the changes in students’ listening interest.By analyzing all the collected data with SPSS 24.0 and discussion of all the results,the conclusions are drawn: 1)frame-based listening method can improve senior high school students’ listening performance compared with the traditional one.2)The frame-based listening teaching is helpful to improve English listening ability of students at different levels in senior high school and it is more effective for the students of medium level.3)The frame-based listening teaching method has positive effects on the improvement of listening interest of high school students at different levels.