学生英语听力水平的调查与研究本科毕业论文(编辑修改稿)

学生英语听力水平的调查与研究本科毕业论文(编辑修改稿)内容摘要：

e. Listening, which plays a lifelong role in the process of munication, provides a foundation for all language development. Some recent studies describes listening as an active process in which listeners select and interpret information that es from auditory and visual clues in order to define what is going on and what the speakers are trying to express (Clark 1977。 Mendelsohn 1995。 Richards 1983, cited from Thompson and Rubin, 1996). The AudioLingual Method The Audiolingual Method based on structuralism became popular in the 1950s. It argues that listening itself was nothing but a process of passive “decoding”, in which the listener finds “equivalence” in his own language system for the words, phrases and sentences he heard. Listening was defined as the listener’s ability to recognize the language structure when he hears something “a satisfactory listening ability is the foundation of speak” (Anderson amp。 Lynch, 1988:2) Compared with the past pedagogy, this approach further exposed the relationship between listening and pronunciation so that it created many new ways of practice on phonemes and single sentences to improve the listener’s listening and at the same time emphasized that oral English practice must be supported with plenty of listening materials. However, the Audiolingual Method had a very limited understanding of listening. Jack amp。 Theodore (20xx) points out that “Students were often found to be unable transfer skills acquired through Audiolingualisim to real munication outside the classroom, and man found the experience of studying through audiolingual procedures to be boring and unsatisfying.” Taskedbased Listening Teaching Taskedbased Listening is an activity which requires learners to arrive at an oute from given information through some process of thought, and which allows teachers to control and regulate that process (Prabhu, 1987： 47). Or it is an activity or action which is carried out as the result of processing or understanding language. For example, drawing a map while listening to an instruction and performing a mand, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful pletion of the task. The use of different kinds of tasks in language teaching is said to make language teaching snore municative since it provides a purpose for a 4 classroom activity which goes beyond the practice of language for its own sake (Richards et a1., 1985). Any classroom work which involves learners in prehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense of pleteness, being able to stand alone as a municative act in its own right (Nunan, 1993). To sum up, task could be defined basically as follow: a task is an activity that requires learners to use the target language, with meaning at the core, to achieve an objective, and the current situation in Ankang University goes against it. Because of these reasons, some problems are caused. 3. Research design and result discussion Research design This section is to investigate the teachers’ understanding of listening and listening teaching, and the nonEnglish majors’ problems in and out of class. So as to provide useful date on how to conduct the class teaching for the teachers, and how to learn in and out of class for the nonEnglish majors. In this investigation, the author would like to use questionnaires. The popularity of questionnaire is due to two characteristics of it: it is easy to construct。 and it is capable of gathering a large amount of information quickly on a form that is readily processible (Dornyei, 20xx). McDonough (1997) also summarizes the advantages of questionnaire research as follows: The information needed is controlled by the questionnaire。 therefore it affords a good deal of precision and clarity. Questionnaires can be used on a small scale, inhouse, and on a large scale, requiring little more extra effort than photocopying and postage (though for largescale survey work this can consume a significant budget, especially when using stamped selfaddressed envelopes for returns). Data can be gathered in several different time slots: all at once in a class, in the respondents’ own time as long as it is easy to return, at convenience when a suitable respondent happens to e along, and in different locations at different times。 but in all of these the data is parable, the questions are the same and the format is identical. 5 Selfpletion questionnaires allow access to outside contexts so information can be gathered from students in other departments. Since this study is aiming at gathering information about nonEnglish majors’ understanding on listening and listening learning, a questionnaire is the best and easiest way to get the data on a wide scale. The survey background The study was carried out in Ankang University. The participants were English teachers and nonEnglish majors. Of the 15 teachers, 7 were male and 8 were female. Of the 500 students, 267 were male and 243 were female. Guided by some established questionnaires used in previous relevant studies as well as the author’s research aim and main research questions, the author designed the questionnaire on its own. When designing the questions, the author have some principles to take into consideration: not to raise too simple or too plicate questions for participants。 to use clear definition when the question contains concepts。 to raise topicrelated questions to get efficient and valid data. Before the distribution of the questionnaire, it was stressed that this questionnaire was designed for collection of information helpfu。