Chapter One Introduction
1.1 Background of this research
As is known to all, listening is very prevalent in language use, especially for Englishmajors in college, so critical importance should be attached to the development of listening asa skill and as a channel for language input. Ironically, instruction in listening has not receivedmuch attention in China. Over decades, methods for development of listening instruction havedeveloped very slowly. Most methodologies now in use cannot be said to subscribe to any oneprinciple or theory of learning or teaching. The same occurs to listening materials design andmethods for assessing listening. Most methodologies in use today draw upon principles ofeducation, linguistics, language acquisition and instructional design, aiming at obtaining thebest result. Furthermore, these methodologies focus on English listening teaching in class.However, as we all know, students cannot enhance their listening proficiency only bylistening exercises in class. A great quantity of exercise outside the classroom is essential tothe enhancing of listening proficiency, that is to say, autonomous listening practice outside theclassroom is essential However, many students have no clue on how to listen without theguidance of the teacher. So the situation in listening practice in China is not satisfying at allfor a very long period of time. Therefore, to find a certain principle or theory to guidestudents' autonomous listening practice becomes the key concern, while traditional listeninginstruction gives poor answer to this.
众所周知，听力语言使用中是很普遍的，尤其是英语科班出身，所以关键应该重视听作为技能和语言输入的渠道的发展。具有讽刺意味的是，英语论文，听指令没有在中国得到重视。几十年来，发展听力教学措施已经发展得非常缓慢。现在使用的大多数措施不能说任何一个原理或理论学习或教学认购。同样发生评估听听力材料的设计和措施。在今天使用的大多数措施借鉴的教育准则，语言学，语言习得和教学设计，以获得最好的结果。此外，这些措施集中在课堂上的英语听力教学。然而，大家都知道，学生不能提高他们的听力水平只在课堂上的听力练习。在课堂之外是一个伟大的练习量，提高听力水平，英语论文，也就是说，自主听力课堂以外的实践是必不可少的，但是必不可少的，很多同学都没有线索，怎么听没有老师的指导。因此，中国听力练习的情况不符合在很长一段时间。因此，找到一定的准则或理论来指导学生的自主听力训练中成为关注的主要问题，而传统的听力教学提供回答这个差。
1.2 Purpose and significance of this research
The deficiencies mentioned above indicate that learners can hardly improve theircomprehension without proper instruction. In short, learners have trouble improving theirlistening proficiency efficiently and some teachers and textbook writers fail to put thescholars' achievements into practice. It is time to handle the problem, to find a certainprinciple or theory to guide listening practice and, more importantly, to help learners apply acertain principle or theory to their autonomous listening practice. So in this paper，whatprinciple or theory serves better in guiding autonomous listening practice will be discussed.And it will help renovate the belief of listening practice. In this belief of practice, the learners'listening quality will be gradually formed in the process of autonomous listening practice.
1.3 Research questions
With the development of cognitive linguistics and psychological linguistics, it is foundthat listening is not a process of passive decoding，but a process of active"guess-confirmation". Listening demands active involvement from the listeners. “Listeningentails a great deal of active mental participation on the part of listeners. It can be regardednot so much as a question of perception and processing of a signal, but rather as a process ofparallel construction on the part of listeners." (Bowen & Marks，1994: 131)On本论文由英语论文网提供整理，提供论文/，英语论文/，/论文，/英语论文，/留学生论文，/英文论文，留学生论文/相关核心关键词搜索。
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