English Listening Teaching Research Articles

Research on English Listening Teaching Based on Production-oriented Approach

This paper aims to explore the application effect and teaching design of Production-oriented Approach (POA) in listening teaching of English major. The approach was proposed by Chinese education scholar Professor Wen Qiufang, emphasizing the integration of learning and application, guiding students to actively engage in language learning through tasks, and promoting the combination of input and output. This paper first outlines the basic concept and teaching process of Production-oriented Approach, including three stages: "driving", "facilitating", and "evaluating". Next, this paper describes the current situation and challenges of English listening teaching and takes specific teaching practices as examples to elaborate on the design of English major listening teaching based on POA.

The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

Effectiveness of Schema-based English Listening Teaching Mode in Secondary Vocational Schools

The paper discusses how a schema-based English listening teaching paradigm can help Secondary Vocational Schools (SVSs). SVS English instruction has prioritized grammar, vocabulary, and reading comprehension over hearing. A lack of teacher preparation and large classes with diverse English proficiency has hampered students' English listening experience. To support integrated language learning curricular revisions, the paper emphasizes listening skills for efficient communication. A thorough literature review covers schema theory, schema classification, and listening comprehension. The schema-based teaching model applies pre-, while-, and post-listening stages based on schema theory and Underwood's "three stages" hypothesis. Students' involvement, comprehension, and participation enhance with this technique. Student involvement and comprehension improve with schema-based instruction in an SVS. The study offers pre-listening activities to activate schemas and develop new ones, while-listening tactics to scaffold comprehension, and post-listening activities to solidify learning. Phonetic awareness, prior knowledge, and listening skills remain issues for students. Continuous theoretical knowledge enrichment and new teaching practices are needed to improve students' listening comprehension and language ability.

An Exploration of Listening Journals in College English Listening Teaching

Listening is an important skill in EFL. The use of metacognitive knowledge plays a pivotal role in students' English learning, and requiring students to keep a listening journal can respond well to students' metacognitive concepts. In the journal, students record their observations, reactions and perceptions during the listening process. Keeping a listening journal can better develop students' independent thinking and independent learning ability, increase students' chances of controlling the listening learning process independently, and ultimately improve students' listening comprehension. Practice has shown that strategy-based listening instruction is more helpful to stimulate students' initiative and motivation, and improve students' listening skills. The author mainly introduces the purpose and practice of letting students keep weekly English listening journals, and after summarizing and analyzing the students' weekly listening journals, she concludes that the weekly English listening journals can effectively help the students to form a deep cognition of their own listening learning process.

The Suitability of Translanguaging Pedagogy on Business English Listening Teaching in Chinese Private School

The aim of this paper is to explore translanguaging practices in Business English teaching in Cangzhou Jiaotong College in Hebei Province, China, taking listening as a pilot study and utilizing the IPO conceptual paradigm and quantitative research method to analyze and interpret the statistical results. The findings showed that EFL learners were relatively satisfied with the listening instruction using translanguaging pedagogy method. There was good perception about learning attention, learning interest, learning behavior, and learning satisfaction. A design for teaching listening comprehension was proposed by the researcher. For future study universities should provide orientation program in translanguaging pedagogy for both teachers and students to ensure effective classroom teaching and overcome traditional education culture barriers. Likewise, teachers should conduct further use of translanguaging pedagogy in Chinese higher education institutions to explore new features, teaching modes, and assessment modes using translanguaging pedagogy.

Intelligent Research on Chinese and English Listening Teaching Based on Deep Learning

The field of education has witnessed a transformative shift in recent years, with the integration of technology playing a pivotal role in enhancing the learning experience. In this context, recommendation systems have emerged as valuable tools for guiding learners through a vast sea of educational resources. However, privacy concerns and the need for personalized recommendations have posed significant challenges. In response, this paper introduces a novel approach, the Semantic Data Fusion Recommender (SDFR), designed to enhance English teaching while preserving user privacy with the use of federated deep learning model. The SDFR federated deep learning for semantic feature extraction from educational content and combines these features with keyword-based content analysis. Furthermore, it incorporates federated deep learning to protect user data and ensure the confidentiality of individual learning journeys. This paper present experimental results that demonstrate the SDFR's ability to provide highly accurate and personalized recommendations, significantly improving the quality of English teaching. Additionally, our approach adheres to strict privacy standards, making it suitable for deployment in educational settings. The SDFR offers a promising framework for adapting recommendation systems to the evolving landscape of online education, catering to the diverse needs of learners while safeguarding their privacy.

Application of Multimedia-Assisted Teaching Model in College English Listening Teaching

Application of Multimedia-Assisted Teaching Model in College English Listening Teaching

Enlightenment of Indirect Speech Acts Theory on College English Listening Teaching

Enlightenment of Indirect Speech Acts Theory on College English Listening Teaching

A Study of the Application of Lexical Chunks Approach to College English Listening Teaching

A Study of the Application of Lexical Chunks Approach to College English Listening Teaching

An Empirical Study of Shadowing in College English Listening Teaching

Shadowing is one of the main means of simultaneous interpreting practice, and many studies have combined it with English listening teaching. This paper takes first-year students as the research object, studies the students’ cognitive psychology of shadowing by designing a questionnaire, and explores the practicality of the method by comparing the pre and post-test scores. The results show that shadowing plays a positive role in English listening teaching.

Retracted: Status Quo and Countermeasures of College English Listening Teaching in the New Multimedia Environment

Retracted: Status Quo and Countermeasures of College English Listening Teaching in the New Multimedia Environment

English Listening Teaching Mode under Artificial Intelligence Speech Synthesis Technology

To discuss the application of artificial intelligence (AI) speech synthesis technology and wireless network technology in English listening teaching, firstly, the present situation of English listening teaching is analyzed. Secondly, a questionnaire is designed to investigate the feasibility of AI speech synthesis technology in English listening teaching. Finally, the control group (a traditional mode of English listening teaching) and experimental group (AI speech synthesis technology) are set up, compared, and analyzed. The survey shows that for natural fluency, speech synthesis has the lowest score. The textbook audio score is the highest, with an average score of 4.23. According to the mean opinion score (MOS), the AI speech synthesis technology belongs to high-quality speech coding. Therefore, the English audio generated by combining AI speech synthesis technology under wireless network technology also has high quality. Meanwhile, 113 people in the survey consider that the clear articulation of the synthesized audio is full marks, which is clearer than the English audio matching the textbook, indicating that students think the English audio of the supporting textbook is poor in the clear articulation, which affects students’ listening. Moreover, the English listening scores of the experimental group are notably better than those of the control group. It is hoped that the traditional teaching mode can be better integrated with wireless networks and AI technology, thereby improving the clarity of English listening, providing mobile learning, and advancing students' English performance and learning efficiency.

Washback Effects of the New CET4 Listening Test on College English Listening Teaching and Learning

As a high-stake and criterion-related norm-referenced test which is intended to supervise the implementation of Syllabus and diagnose the strength and weakness in college English teaching and learning, CET4 (College English Test Band-4) exerts both beneficial and harmful effects on English education. Conducted respectively from the perspectives of teaching and learning attitude, materials and strategies, the study is mainly aimed to explore the possible washback effects of the new CET4 listening subtest on college English teaching and learning. A combination of both qualitative and quantitative approaches was adopted to research on 10 English teachers and 50 students from Beijing Institute of Petrochemical Technology. The findings reveal that the new CET-LT has made satisfactory innovations in test format and input materials, and it has more beneficial washback effects on college English teaching and learning. However, the phenomenon of “teaching and learning to test” still exists in our educational practice, which affects the efficiency of EFL teaching and learning in China.

Effects of Bilingual Videos in National Innovation Project in College English Listening Teaching Under the Influences of Multi-modal Theory

Multi-modal discourse refers to the phenomenon of using multiple senses such as auditory, visual, and tactile senses to communicate through multiple means and symbolic resources such as language, images, sounds, and actions. This paper reviews the theory of multi-modal discourse and studies the application of multi-modal discourse in English teaching at home and abroad, and conducts an empirical study of a new university English listening teaching mode in a multi-modal context by using comparative analysis method, taking Y University as an example. Secondly, through comparative analysis, one control group and four experimental groups were set up , the relevant materials of this experiment are all from the impression Yue platform, and video, audio, Chinese subtitles and English subtitles were used as variables, and through analyzing the experimental results, it was found that the reasonable use of multi-modal combinations can significantly improve students’ listening comprehension, and the use of audio-visual combinations and English subtitles is more beneficial to students’ listening The experimental results showed that the use of multi-modal combinations can significantly improve students’ listening comprehension, and the use of audio-visual combinations and English subtitles is more beneficial to students' listening comprehension.

The Application of Input-output Hypothesis in English Listening Teaching

Listening is the foundation of English learning. Listening teaching is also an important part of English teaching classroom, a proper listening teaching method is considered to play an important role in advancing in listening apprehension. The listening teaching strategies in Chinese schools are still inadequate, lack of interesting and efficient, which makes students less productive. To achieve good teaching effect, we found that language input is essential, but the purpose of learning a language is to output, and sufficient input is beneficial to output, which is only possible when language input is greater than language output. Through the analysis of English teaching research in China and abroad, and based on Krashen's input hypothesis, Swain's output hypothesis, the current situation and problems of listening application teaching in Chinese schools, we suggest that teachers should combine listening training with other language skills to make output and input activities complement and promote each other.

Research on Strategies to Improve Effective Teaching of English Listening in Rural Junior Middle Schools

Junior high school is a critical period of English learning. According to the English curriculum standards in China, junior high school English should not only pay attention to the imparting of language knowledge but also pay attention to the cultivation of language skills. The junior high school stage is the critical period for students to learn. English listening is the first link of language skills and dominant position on speaking, reading and writing and other aspects of far-reaching impact. Different from the rich teaching resources and activities of urban junior middle schools, the resources and facilities in rural areas are relatively weak, so the effective teaching of junior middle school English listening needs to be paid more attention, which meets the requirements of the new curriculum standards of junior middle school English and the needs of curriculum reform in China. Based on this situation, this paper investigates and studies the effective teaching of junior middle school English listening. From the perspective of teachers and students, it combines quantitative research with qualitative research to find out the phenomenon of low efficiency and ineffective teaching in the current rural junior middle school English listening teaching, analyzes its causes, and puts forward effective countermeasures. In this study, 185 students were surveyed and 10 students and 15 teachers were interviewed by questionnaire and interview. Based on the relevant theory of effectiveness, combined with the interpretation of the specific requirements and basic spirit of English ability in the new curriculum standards, as well as the analysis and research of test results, this paper summarizes the inefficiencies existing in English listening teaching in rural junior high schools at this stage, and makes an in-depth study of the causes of the problems, including misleading effects of examination results and the professional level of teachers. In view of these problems, the author proposed to improve and enhance the effective teaching strategies of rural junior middle school English students, hoping to be helpful to the majority of front-line grassroots teachers.

Context Theory and College English Listening Teaching

Context Theory and College English Listening Teaching

Exploration of College English Listening Teaching Model in the Context of New Curriculum Reform

Exploration of College English Listening Teaching Model in the Context of New Curriculum Reform

The Washback of IELTS Listening on Senior School English Listening Teaching and Learning

IELTS test is one of the well-known international standard level of English language ability test for those who intend to use English as the language of communication in the country or regions to study or work. This study was conducted in Mainland China with a number of 12 senior high school students, aiming to explore the washback of IELTS listening and based on the findings to give some suggestions on English listening teaching and learning. Thirty percent of the original test paper was revised and quantitative data was collected. Statistics analysis was used for evaluating the obtained data. This finding highlighted the importance of listening strategies in listening test and and the washback on teachers’ teaching and students’ learning.

Theme-Based Instruction in Chinese College English Listening Teaching: An Empirical Study

As for college English teaching in China, students’ listening performances tend to be inferior to their reading and writing skills in many cases. Student’s listening competence attracts more attentions accordingly. Theme-Based Instruction (TBI) stresses that language course should be organized based on themes and topics, many studies have shown its effectiveness on English teaching to some extent. However, there is no sufficient quantitative evidence to show its effectiveness for Chinese students. This study has been conducted in a university in Zhengzhou, in which two parallel English classes are chosen. One is the control group and the other is the experimental group. The control group has received traditional instruction, while the experimental group received TBI. The results show that, after 16 weeks of experiment, the listening comprehension of the experimental group is significantly improved compared with that of the control group. Moreover, TBI has a positive impact on students’ English reading ability and learning motivation. The study indicates that TBI, if combined with well-designed content and effective practice, can help Chinese students improve their English listening competence.