听力显性教学“聚焦输入、强化互动”的有效性研究

A Study of the Effectiveness on Explicit College English Listening Teaching——Focusing on Input and Building up Interaction

以在读非英语专业本科生和硕士生为研究对象,进行大学英语听力显性教学“聚焦输入、强化互动”的有效性研究。实验数据和问卷调查结果表明:“聚焦输入、强化互动”的显性教学效果明显,多维隐性效应得到学习者充分肯定。该研究对听力教学的启示是:进行听力显性教学策略研究,听力显性教学与学习者隐性学习结合都很有必要。

This paper explores the effectiveness of foeusing on input and building up interaction of explicit college English listening teaching. The results show that the experimental group, who received listening explicit teaching outperformed the control group in the tests and oral output. The findings of the questionnaire and interview indieate that the subjects recognize its multiple implieit effects. There are implications for listening teaching that the research into the explicit listening teaching strategies should be strengthened, and explicit listening teaehing should be combined with implicit learning of the learners.