Chapter One Introduction
1.1 Research Background
Listening comprehension, one of the four basic skills (listening, speaking,reading and writing), is the major way to understand and absorb input information.Listening teaching plays an important role in English teaching, which is of greatimportance to cultivate integrative competence and improve artistic appreciation forstudents. However, it is difficult to improve English listening skill for studentsespecially for those who have weak foundation in English knowledge as well forteachers of English teaching to teach. At the author’s experiment vocational college,students are of weak English foundation with listening and speaking ability deficit andlack of variety practice at high school where there is 'listen to recording, do topic, thepattern of the answer ' mode in most cases. They used to teach new words afterlistening to recording for several times and make a simple analysis and interpretationof some difficult long sentences, which neglecting the cultivation of the listeningskills and strategies. Exam-oriented purpose is very clear. To a certain extent, theteaching mode of practicing listening repeatedly with correcting answer as the core isa breach of the law of listening teaching, which hinders the improvement of students'listening level. And as an important part of College English Test (CET), itseffectiveness research for the improvement of students’ level of listeningcomprehension is very important. In order to determine the listening aspect of theproposed requirements according to the 'college English Test Syllabus' in the CETBrand Four, students have to master a certain listening skills:
....
1.2 Purpose and Significance of the Study
In the process of listening teaching on vocational college, although the teachersand students spend a lot of time and effort, the effect is barely satisfactory. It can befound that, in the process of teaching, most of the students have mastered a certainamount of vocabulary, they can easily just understand the meaning of the phrases,while the understanding of long sentences in general seems difficult to them, whichcould only capture the isolated words without understanding the whole sentences orconversations or they do not have enough time to analyze meanings. Investigating itsreason, primarily, the students’ lack of the accumulation of the whole structure of thelexical chunk causes the difficulty in dealing with the input information in the processof listening. Lexical chunk approach has been widely used at home and abroad,especially in writing and speaking on the effectiveness of its research. However, theauthor found that the articles about listening comprehension are relatively few, andthe studies on its improvement level of the effectiveness in listening of vocationalcollege students are much less. Therefore, the author attempts to combine lexicalchunk approach with listening class. In order to cultivate the students' consciousnessof lexical chunk, exploring (1) What is the superiority to the improvement onstudents’ listening abilities in vocational college with lexical chunk approach? (2) Towhat extend can lexical chunk approach make differences on the improvement of thestudents who were divided into different levels according to the pre-test scores in thesame class with lexical chunk approach in vocational college?While English teaching emphasizes the importance of vocabulary learning, nomatter，英语毕业论文，英语论文 |
