The Application Of Dubbing Advance Organizer In Senior High School English Listening Teaching

Nowadays,English has become one of the most essential subjects for Chinese senior high school students.According to National English Curriculum Standards for General High School(2017),there are five linguistic skills: listening,speaking,reading,viewing and writing;and listening ranks first.Today,more and more researchers consider listening comprehension as an important linguistic skill.But the situation of English listening teaching in China is not so satisfactory.Traditional listening teaching mode still dominates English listening classes.In such a listening teaching situation,it is hard for students to develop their listening comprehension ability effectively.In addition,quite a lot of students have low interest and confidence in English listening and experience different degrees of anxiety and fear.Advance organizer as guiding materials presented before new lessons has been proved feasible in previous studies of the relationship between advance organizer and English learning.This thesis adopts dubbing materials as a new type of advance organizer to carry out an English listening teaching experiment in a high school.Dubbing practice can not only provide an authentic input for students but also help them from several aspects,such as vocabulary,background knowledge and phonetic practice.Based on meaningful learning theory and cognitive structure migration theory,the purpose of this thesis is to test the effectiveness of dubbing advance organizer on senior one students in English listening teaching.This study tries to answer the following four questions:(1)Can dubbing advance organizer help reduce English listening anxiety of senior one students?(2)Can dubbing advance organizer improve the students' listening comprehension scores?(3)How does dubbing advance organizer affect listening scores of the students of different listening levels?(4)What are the students' attitudes towards English listening learning after theteaching experiment?A combination of questionnaires,tests and interviews is adopted in this study.All subjects are senior one students from a high school in Fuzhou.There is no significant difference of English listening comprehension scores between students in experimental and control class according to the results of pretest.Except for teaching methods,other teaching conditions between control and experimental class remain the same.The results of posttest indicate that students in experimental class achieve better listening performance after the experiment.Besides,high-level learners keep a good score;compared with learners in control class,learners from intermediate-level and low-level listening groups in experimental class have achieved a remarkable improvement.In addition,data collected from questionnaires show that listening anxiety of students from experimental class has been partly reduced at the end of the study.The analyses of interviews show that after the experiment students in experimental class have not only become more interested in English listening learning but also learned some useful listening skills,such as making predictions,listening for key words,etc.These findings shed some light on high school English listening teaching.First,teachers should stick to student-centered teaching idea in listening teaching.Second,it is necessary for teachers to provide “scaffolding” in English listening teaching.Here“scaffolding” refers to dubbing advance organizer.Third,the selection of dubbing materials,learning materials and listening practice should be in accordance of students' actual situation and their aptitude.In a word,the implementation of dubbing advance organizer is effective and feasible in English listening teaching in senior high schools,which can also help improve the status of listening in English learning.