HowoImproveLiseningComprehensiveAbiliyofSudensinRuralMiddleSchool_开题报告

Previous studies on theories and approaches of teaching listening comprehension

The Input Hypothesis:

The input hypothesis was put forward by American applied linguist Krashen. He used “i” to present the learner’s current level, “1”presents the language knowledge which is a little difficult than the language learners’ current level, “+1”presents the gap between the language learners’ current level and the next level. The learning content to the language learners should have a gap from the current level, and the most of the content should be understood very well, and a small part of the content is still challenging for learner. In this kind of situation, the learner’s learning desire can be evoked to the most degree. If the learning content is too difficult, the learner can’t decode correctly and make a link to the knowledge they have already known, so they will fell anxiety and lose confidence and motivation. So this kind of the learning content is ineffective input to learner. All in all, Krashen consider as long as there were enough comprehensible language input, the student’s language level could develop from “i” to “i+1”.

The output Hypothesis:

Both input and output are important for the students to improve their ability of English. According to Swain, who established the output hypothesis, only language input was not enough for language acquisition, learners should have the chance to use the language, the language output also had the positive meaning to language acquisition.

The Schema Theory:

The schema theory is an important theory of cognitive psychology on cognitive information process. The concept of Schema mainly originates from Kant’s cognitive theory. The Schema theory which is developed thereafter by Bartlett into a modern cognitive psychology has become a hot topic discussed in cognitive science. He believed that Schema is reflected by the past experiences or positively organized by the past experiences. It is an interactional process of the original information and new information in the learners’ memory, which means to add new information to the learners’ knowledge system. Besides Bartlett, many experts and scholars put forward theirs of view on Schema, such as Cook and Widdowson. Most of experts consider background knowledge has a great effect on listening comprehension. Many experts have expounded the role of background knowledge in listening comprehension, as the process of information storage and extraction can be regarded as a process of the use and acquiring of language. In a word, the previous studies showed that background know ledge is very important in improving listening comprehension.

Task-Based language teaching:

Task-based language teaching is come from communicative approach since the 1980s. The basic concept of task-based language was first put forward by Prabhu, who indicated that much attention should be paid on the meaning and the learning process of the language. It emphasizes student-centered ideas and requires students to engage in the interaction in order to fulfill a task.

The significance of the study

It is widely recognized that listening comprehensive ability plays a crucial role in English learning. But students have not paid enough attention to listening learning in rural middle school. While analyzing and correcting the students’ answer sheet of listening examination, the author found the most students had a poor listening foundation. Most of students can’t accurately understand listening materials in the examination. So the author investigated the students by face to face, and found there is still a long way for them to go to reach the demand of instructional objectives. Therefore, analyzing the listening obstacles and developing effective approaches to improve students’ listening ability in rural middle school has great significance.

Outline

1. Introduction

2. Research background

2.1 Definition of listening comprehension

2.2 The importance of improving rural middle school student’s English listening comprehensive ability

2.2.1 Listening comprehensive ability is the base of learning English

2.2.2 The nonage is the most critical stage in learning English, so rural middle school should pay particular attention to teaching listening

3. Study on listening comprehensive ability of rural students

4 The main problems and reasons of rural middle school students' listening comprehensive ability

4.1 Backward conditions in teaching English

4.2 Dare not speak English in class

4.3 The lack of excellent English teachers

4.4 The lack of language environment and internal motivation

5 The effective approaches of improving rural middle school students' listening comprehensive ability 

5.1 To cultivate interest in English

5.2 Pay attention to practice

5.3 Training students good pronunciation

5.4 English extracurricular reading

5.5 To avoid wrong approaches

6. Conclusion

References

References

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