Chapter 1 Introduction
1.1 Research Background
As an input skill, listening comprehension is the foundation of other languageskills for second language acquisition and it’s also one of the most important channelsof communication. From College English Curriculum Requirements (for trialimplementation) which was published by Ministry of Education in 2017, we knowthat our new objective of college English teaching is to develop students’ Englishcomprehensive ability, especially the ability of listening and speaking. On March,2017, the latest reform program of CET 4/6 testing was revised and the proportion oflistening score in CET 4/6 test has increased from 20% to 35% of the total score. Allof those show that listening ability is indeed one of the key language skills thatstudent should grasp.However, listening comprehension is also one of the most difficult languageskills for student to grasp. For a long time, Chinese English teachers put too muchemphasis on developing reading and writing while ignoring cultivating listening andspeaking. In the teaching of college English listening, we found that, althoughstudents can listen to the most of words, they can’t comprehend the whole meaning ofsentences. They can even not concentrate on fulfilling listening tasks, and finallygrasping none important information. The reason is that students put too much stresson memorizing isolated words, but not accumulating prefabricated lexical chunks.Therefore, it’s of practical significance to find an effective and efficient way to guideteachers’ English listening teaching and promote students’ listening performance.
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1.2 Research Purpose and Questions
The purpose of this study aims to apply the prefabricated lexical chunk to collegeEnglish listening teaching, and testify how it works in the process of students’ Englishlistening and survey the efficiency of it through a semester. Specifically, this thesisputs emphasis on exploring whether applying prefabricated lexical chunks is afeasible and practical way to the listening teaching of non-English majors in collegeas well as examining that whether this method can raise their awareness ofprefabricated lexical chunks, lessen their burden of memorizing, strengthen theirconfidence, increase students’ interests in listening class, change their previouslistening habits, in other words, shift their attentions from an isolated word to aprefabricated lexical chunk and finally promote their English listening testperformance.This research will be conducted on non-English major students who major inCollege of Life and Environmental Sciences, Shanghai Normal University. Allstudents are freshmen and there are no significant difference between their Englishlevel before experiment. This experiment will be carried out about 14 weeks to examwhether applying prefabricated lexical chunks to the teaching of college Englishlistening is feasible and practical. And the following fundamental questions of theresearch will be answered after the experiment:1.
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Chapter 2 Literature Review and Theoretical Basis
2.1 On Prefabricated Lexical Chunks
The term “chunking” was coined by George Miller in his classical review ofshort-term memory (Miller, 1956). And the lexical phrases were first mentioned in1975 by Becker in the phrasal lexicon. Lexical phrase was a phenomenon ofmulti-word, existing between traditional grammar and vocabulary, fix，英语论文，英语论文 |
