基于学生的听力和会话含意的优势，作者的这一理论适用于非英语系大二学生的听力课堂，英语论文范文，探究水平学生的听力理解的基础上的会话含意听力教学模式及其原因的作用。
Chapter One Introduction引言
1.1 Research Background探讨背景
听力是语言学习者的最重要的技能之一，我们能够看见它的意义的顺序，语言学家和语言专家把有关的语言技能 - 听，说，读，英语论文题目，写，翻译听的第一因素作用学习者的语言能力Listening is one of the most important skills for a language learner and we cansee its significance from the order that linguists or language experts put the fiveskills concerning a language - listening, speaking, reading, writing and translating -listening is the first factor that affects a learner's language ability. English as alanguage, the final purpose of learning it is for communication, and to communicate,listening comprehension always comes first. In general we listen twice as much aswe speak, four times as much as we read, and five times as much as we write in dailylife (Celce-Murcia, 1999: 363).Considering that listening is so important in learning a language, Englishteaching in college gradually pays more attention to listening teaching nowadays. China Ministry of Education found the College English Education ReformationGroup in 2017, and it issues The College English Curriculum Requirements the nextyear. This new aim of college English teaching focuses on the comprehensiblecapability, especially the listening and speaking abilities. According to theRequirements, students should be able to grasp the content of English daily talkingand understand the gist of listening material by manipulating the basic listeningskills.To coordinate with the Requirements, the CET-4 (College English Test Band 4)and CET-6 (College English Test Band 6) also take a reformation in the year of 2017.The proportion of listening comprehension increases from 20% to 35%, accordinglythe number of the listening questions and time taken raise to 36 and 35 minutesrespectively. From the perspective of capacity requirement, the new College EnglishTests focus on the practicability. That is to say, it requires the students' practicalability to understand the listening materials. This very obvious characteristic of thetests is represented in the questions that need listeners to get the speaker's attitude orreal meaning, based on the listeners' knowledge or real life experience.Due to its importance, researches on how to improve students' listening abilityand teaching practice have blossomed in China (Yang Na, 2017). Related literature isavailable on Internet as well as in all kinds of linguistic journals, and variousteaching approaches have been applied, such as communicative language teaching,audio-visual approach and teaching methods based on constructivism (Li Dongmei,2017). However, despite of all these emphases and researches on listening teachingin college, the students' listening comprehension ability is still at a lower level,compared with their reading and writing abilities, especially for the non-Englishmajor students.A certain language is a system that combines phonology, phonetics, morphology,syntax, semantics and pragmatics. All of these branches of linguistics are importantfor the learner of a language. However, knowledge concerning about pragmatics inmost cases is ignored by most teachers who teach the non-English majors. Thetraditional "listening teaching model" goes as follows: firstly, students are providedwith the listening materials and teacher's brief explanations of the materials and thequestions, then they have their answers checked and las |
