Research On The Impact Of The Presentation Of Listening Materials On The English Listening Comprehension Ability Of High School Students

Listening is an important skill that language learners must master.In foreign language listening teaching,the presentation of listening materials is an important part of listening class.Effective presentation can improve students' listening comprehension ability.In recent years,more and more scholars and teachers began to pay attention to how to present listening materials effectively.Based on input hypothesis theory,information processing theory and cognitive load theory,in order to explore the influences of three presentation modes of listening materials: audio,non-subtitle video,subtitle video on listening comprehension ability,the present study adopted the methods of test,interview and questionnaire,and selected 119 students from three natural classes of Grade two in a High School in Qingdao as subjects.The study aimed to answer the following questions:(1)What were the different effects among three listening presentation modes for senior high school students' listening comprehension ability?(2)What were the different effects among three listening presentation modes for the students' listening comprehension ability with different listening proficiency(high-level group,low-level group)?(3)What were the different effects for senior high school students understanding different target contents(integral comprehension,detail comprehension)? In order to ensure the validity and scientificity of the experiment,this study conducted three listening tests,once a month.T0 he experimental data of three tests were analyzed by SPSS 23.0.The findings of the study were as follows:(1)Different listening presentation modes had different effects on senior high school students' listening comprehension.Concerning the results of the three presentation modes,subtitle video was the best,subtitle-free video was the second,and audio was the worst.(2)Different listening presentation modes had different effects on the listening comprehension of senior high school students with different listening proficiency.In the high-level group,the subtitle video mode produced best listening effect,followed by the non-subtitle video mode and the audio mode had the lowest listening effect.In the low-level group,the non-subtitle video mode and the subtitle video mode produced better listening effect than the audio presentation mode,and there was no significant difference between the non-subtitle video mode and the subtitle video mode.(3)Different presentation modes had different effects on senior high school students' understanding of different target contents.In integral listening comprehension,the auditory effect of non-subtitle video mode and subtitle video mode was better than that of audio mode,and there was no significant difference between non-subtitle video mode and subtitle video mode.In detail listening comprehension,the subtitlevideo mode produced better listening effect than the non-subtitle video mode and audio presentation mode,and there was no significant difference between the non-subtitle video mode and the audio mode.In addition,subtitle video mode had the best effect for high and low-level students on detail listening comprehension.The study is of pedagogical value: In the English listening teaching in senior high schools,if the time permits,subtitle video and non-subtitle video can be used to present listening materials,and audio can be used for listening tests.By doing this,on the one hand,video modes provide students with real communication scenes and body language to help students understand the listening content;On the other hand,the audio modes can increase language input,because the listening test mainly examines the ability of listening comprehension rather than the ability to interpret pictures.