1。2 The Situation of English Listening 7

1。3 The Outline of the Paper 9

1。4 Research Questions 9

Chapter Two Literature Review 10

2。1 The Task-based Teaching Method 10

2。2 The Traditional Teaching Method 12

Chapter Three Experiment Design 14

3。1 Participants 14

3。2 Experimental Variables 14

3。2。1 Independent Variable 14

3。2。2 Dependent Variables 14

3。3 Experimental Instruments and Materials 14

3。4 Experiment Procedures 15

3。5 The Implementation of Classroom Teaching 16

3。5。1 Task-based Teaching Method 16

3。5。2 The Traditional Teaching Method 18

Chapter Four Data Analysis and Results 19

4。1 The Analysis of Pre-test Results 19

4。2 The Data Analysis of Post-test 19

4。3 The Analysis of Questionnaire 20

Chapter Five Conclusion 23

5。1 Major Findings 23

5。2 Limitations and Suggestions for Future Research 24

References 26

Appendix 28

Chapter One Introduction

1。1 Previous Research of English Listening来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

Listening is one of the most important parts of English。 It is an important way for people to learn and absorb language。 Listening plays a very important role in the language development。 Language is a kind of communication tool, and listening is a major means of communication between people。 According to the United States Professor Paul, "listening" accounts for 45% of people's daily communication activities, "speaking" accounts for 30%, "reading" accounts for 16%, while "writing" only 9%。 The comprehensive English ability of students includes 5 aspects: listening, speaking, reading, writing, and translating。 Listening is in the first place, which shows the important role of listening in English learning。 Foreign researches on listening teaching started earlier than ours。 In 1978, Krashen proposed the "monitoring mode" of second language acquisition and learning, which raised the importance of listening to language acquisition and learning to an unprecedented level。 Rivers (1968) pointed out that listening comprehension consists of two levels, identification and selection。 JC Richards (1983) pointed out that listening comprehension consists of three interrelated dimensions: finding the propositions in the sentences, determining the conversational intentions of the speakers, and activating the background knowledge。 O'Malley and Chamot (1985) pided listening strategies into three categories: metacognitive strategies, cognitive strategies and emotional strategies, and explicated and analyzed their uses and interrelations。 Rose (1998) based on listening comprehension communicative theory, pointing out that listening and speaking are two aspects in a complete process of communication。 From these results of foreign researches, it has achieved considerable results mainly in the effectiveness and the specific implementation of listening training strategies。 Compared to foreign research, China's domestic research started late, beginning in the 1990s, but we still have made great progress。 Among them, Shu Yunxiang (1999) pointed out that listening comprehension can be pided into three stages: speech recognition stage, sentence comprehension stage and discourse comprehension stage, and the relationship between them is continuously developed。 After entering the 21st century, the study of listening teaching in our country has entered a new stage。 This new stage is the combination of listening teaching strategies and classroom teaching。 Based on the communicative listening comprehension process model and learning strategy training mode, through questionnaire investigation and analysis, Su Yuanlian (2003) found out that listening training can improve students' learning self-confidence, strategy use awareness and English listening level。 In addition, there are many scholars and teachers put forward their own views on the teaching of listening。论文网 任务型语言教学与传统英语听力教学的比较研究(2):http://www.youerw.com/yingyu/lunwen_196106.html