Chapter One Introduction
1.1 Background of the Study
In recent years, the English teaching level of higher vocational colleges have beenimproved obviously, but students’ poor English listening comprehensive ability is still a bigproblem. As we know, in the learning process, listening, speaking, reading and writing are themost basic skills; listening is a basic tool of inputting information. Listening teaching as anessential part in the higher vocational college English teaching, directly affect the cultivationof students’ English ability. Nevertheless, the current situations of English listening andspeaking teaching are not satisfying, and still have a lot of issues. Firstly, higher vocationalcollege students have a weak foundation and lack of self-confidence. They have graduatedfrom different levels school, such as high school and technical secondary school before theyentered the college, so that the students’ resources are too complicated. In China, under thestress of exam-oriented education, students get use to acquiring knowledge passively. Whenthey enter the vocational college, without the stress of college entrance examination, theyalways fail to study initiatively, and will be liable to become lazy. Most of the vocationalcollege students who have poor English basis and lack of study objective always feelconfused about their future. As they do not pay attention to training listening ability, it’s liablefor them to feel inferior or self-sealing when they make a conversation in English. Secondly,some teachers of the higher vocational college have poor comprehensive quality and lack ofeffective teaching methods. In China, many colleges are short of experienced Englishlistening teachers; many teachers have some problems with inaccurate pronunciation or weakoral English, and can’t set a good example for students.
……………
1.2 Objective and Significance of the Study
Listening plays the most basic role in the communication, when people make aconversation, listening is the first step to help hearers get information. In traditional Englishteaching process, teachers apply a variety of teaching methods to strengthen students’listening comprehension ability. The study has found that many teachers focus on theknowledge of language, the meaning of vocabularies and the usage of grammar, theyconcentrate study on listening skills and listening strategies rather than context of utteranceand application of pragmatics theory. The current situation of English listening teaching is notsatisfying. Some researchers pay attention to study the listening teaching in variety ofmethods, and put forward some views to improve higher vocational college students’ listening comprehension competence, there are also some scholars apply pragmatics theory to listeningteaching. The author will make an empirical study to investigate whether ConversationalImplicature can be applied into listening teaching, and discuss how teachers should applyConversational Implicature (CI) theory to listening teaching. The theoretical studies includeCooperative Principle, Politeness Principle and etc. All of these theories will be used inresearching listening teaching. Many scholars have studied the application of ConversationalImplicature theory in college and high school listening teaching, but seldom studied thevocational college listening with pragmatics th，英语论文题目，英语论文题目
|
