On Promoting Listening Comprehension of English Majors through Original English Movies

In recent years,with the reform of College English Teaching in China,listening has occupied a great proportion of both the examination content and classroom teaching.When everyone is seeking a high-efficiency,fast teaching method,the use of English original film teaching methods arises spontaneously.Its authentic speaking style,real language environment and rich cultural connotation not only improve the listening comprehension ability of English majors,but also enable students to intuitively understand the culture of Western countries.In this study,by referring to a large number of books and documents,this paper puts forward corresponding strategies for various problems arising from the use of English original film teaching in colleges and universities.English original film teaching can not only create a better learning environment,and stimulate students’interest in learning,but also enable students to actively participate in class discussions.

Learner-centeredness in the Teaching of Listening Comprehension

In the teaching of listening comprehension, teachers should be guided by a learner-centered philosophy. Decisions about what will be taught, how it will be taught, when it will be taught, and how it will be assessed will be made with reference to the learner. With the assistance and guidance of the teacher, learners will develop the ability of learning and therefore enhance their listening comprehension.

On the Application of Cognitive Strategy in College English Listening Comprehension——With International Talents Training as the Goal

This paper, with the training of the international talents possessing remarkable English listening and speaking ability,mainly discusses the specific application of the cognitive strategy in different stages of college English listening comprehension.It is expected that the paper can bring some useful enlightenments on the international talents training.

An Empirical Study of Listening Comprehension Strategies in Autonomous Learning Environment

This is a report on an empirical study of listening comprehension strategies in autonomous learning environment which was conducted among the second-year non-English majors in Shandong University （Weihai） on the basis of O＇Malley and Chamot＇s theory of learning strategies, dating from September, 2010 to January, 2011. The study aims to verify the teachability of listening comprehension strategies, the enhancement of students＇ awareness of applying these strategies in their listening comprehension pratice and positive effects of listening comprehension strategies cast on students＇ listening comprehension proficiency. Questionnares on listening comprehension strategies were conducted at the beginning and at the end of the research respectively, in addition to the listening comprehension strategies training from the beginning to the end of the research. Besides, there was a interview arranged in the middle of the research. Meanwhile, there were two listening comprehension proficiency tests arranged at the beginning and at the end of the research. According to the results, it can be indicated that the students＇ strategy awareness can be promoted, while their listening proficiency also can be improved by the listening comprehension strategy training.

Short-term Memory and Listening Comprehension

More and more attention is paid to listening comprehension and learner factors nowadays, but less attention is paid to the effect of short-term memory. By analyzing the function and effect of short-term memory in the process of information in the mind, this essay points out that short-term memory plays a vital role in listening comprehension, and puts forward three most effective ways to improve short-term memory retention.

The Effectiveness of Top-Down and Bottom-Up Process in Listening Comprehension

Top-down and bottom-up processes are two popularly-used method in teaching listening,but each of them has deficiencies.This essay will attempt to demonstrate that both top-down process and bottom-up process are necessarily useful,and adopting them appropriately conduce to effective and efficient listening comprehension.The first section of this paper will critically examine the advantages and disadvantages of the two processes.It will then illustrate the benefit of employing them in an interactive way.

The Effect of Topic Familiarity and Linguistic Difficulty on EFL Listening Comprehension

As a highly integrative and demanding receptive skill,listening comprehension presents a challenge to both learners and researchers.The study reported in this paper is listening comprehension objective-factor research.Manipulating topic factors,the study investigated the effect of topic familiarity and linguistic difficulty on EFL(English as a foreign language)listening comprehension of learners at different proficiency levels.

The Effect of Dictation Practice on Listening Comprehension of Non-English Major Undergraduates

This paper aims to explore the effectiveness of dictation practice in improving non-English major undergraduates listening comprehension.35 students were selected into the experiment.For the comparison of the experimental data,we found that students'listening comprehension do improved after 12 weeks training while some other implications also were discussed for further study in order to promote listening teaching and learning.

An Analysis of TOEFL Listening Comprehension

TOEFL(Test of English as a Foreign Language)is regarded as astandardized test of English proficiency. TOEFL consists of four sections.Listening Comprehension Section has threeparts,which give you an opportunity to demonstrate your ability to under-stand spoken English.

An Effective Online Collaborative Training in Developing Listening Comprehension Skills

The COVID-19 outbreak severely affected formal face-to-face classroom teaching and learning.ICT-based online education and training can be a useful measure during the pandemic.In the Pakistani educational context,the use of ICT-based online training is generally sporadic and often unavailable,especially for developing English-language instructors’listening comprehension skills.The major factors affecting availability include insufficient IT resources and infrastructure,a lack of proper online training for speech and listening,instructors with inadequate academic backgrounds,and an unfavorable environment for ICT-based training for listening comprehension.This study evaluated the effectiveness of ICT-based training for developing secondary-level English-language instructors’listening comprehension skills.To this end,collaborative online training was undertaken using random sampling.Specifically,60 private-school instructors in Chakwal District,Pakistan,were randomly selected to receive online-listening training sessions using English dialogs.The experimental group achieved significant scores in the posttest analysis.Specifically,there were substantial improvements in the participants’listening skills via online training.Given the unavailability of face-to-face learning during COVID-19,this study recommends using ICT-based online training to enhance listening comprehension skills.Education policymakers should revise curricula based on online teaching methods and modules.

A Study of Higher Vocational Students＇ English Listening Comprehension Within the Framework of Relevance Theory

Listening comprehension plays a crucial and necessary part in people＇s daily communication and Second Language Acquisition （SLA）. It is an important way to communicate with others; also it is the foundation of mastering a foreign language. However, the higher vocational students usually lack the background information about the listening materials and seldom know how to make inferences according to the specific contexts. The author conducted an empirical study lasting one semester in Higher Vocational College of Dahongying University trying to apply Relevance Theory to listening comprehension and guide listening comprehension learning within the framework of Relevance Theory to finally improve higher vocational students＇ ability of listening comprehension.

Effects of the Pre-Task Planning Mode on the Listening Comprehension of Chinese EFL Learners

This study aims at investigating the effects of the pre-task planning mode on listening comprehension of Chinese EFL （English as a foreign language） learners as well as students＇ opinions towards the pre-task planning mode Three step~., namely, concept mapping, strategic planning, as well as rehearsal, are employed in the pre-task planning mode in the present study. There are altogether 40 second-year English majors participated in the present study, and they are randomly assigned into the experimental group and the control group. The instruments employed in the present study to achieve the research purposes include the listening comprehension test, the teacher＇s log, the students＇ opinion questionnaires, the students＇ open-ended questionnaires, and the semi-structured interviews. Research findings revealed that there were significant main effects on the listening comprehen,;ion of Chinese EFL learners after the training by the pre-task planning mode. Moreover, the students held positive attitudes towards the pre-task planning mode

Training Learning Strategies to Develop Listening Comprehension in Interpretation for Non-English Majors

This study intends to examine the problems that affect non-English majors in listening comprehension and in interpretation, and the potential factors that could influence their listening achievements, and puts forwards some possible solutions for the improvement in terms of the relationship between learning strategies and listening comprehension. An interview as a guide and a close-ended questionnaire were administered to 30 students of non-English majors who had chosen the optional course for interpretation in the University of Shanghai for Science and Technology. Findings provide evidence that we could and should train L2 （second language） learners strategies to gain language competence

The Effects of Web-Based Listening Strategy Training on Thai High School EFL Students＇ Listening Comprehension

This study investigated the effects of a CLSTS （Computer-Assisted Listening Strategy Training Software） program on the development of students＇ ability to use four target listening strategies to enhance their listening comprehension. This study covered an experimental group and a control group. The participants were Grade 10 Thai EFL （English as a Foreign Language） students in a Thai high school in Bangkok, Thailand. Experimental group performance was compared to that of a control group on the five research instruments. Regarding the effect of the CLSTS on the students＇ ability to use the target listening strategies to enhance their listening comprehension, it was found that the CLSTS was significantly effective. The results that made CLSTS effective were categorized into six main aspects.

On the Factors Analysis of Affecting Listening Comprehension in Learning Foreign Language

The listening teaching to students should not be a passive acceptance process, but the use ot knowledge and non-knowledge of the language of all language information analysis processing and reconstruction of the information process. The paper shows the information that listeners accept relates to a variety of factors, which is a complex psychological process and proactive thinking process. However, due to the weak language basics, unhealthy hearing psychological and incorrect hearing and learning methods seriously affect and hinder the improvement of the hearing ability of college students. Therefore, how to improve the English listening comprehension become the majority of English learners continue to explore the issues. To the right way to learn in a short period of time to improve the level of English listening, it is necessary to grasp the scientific and reasonable learning strategy.

Understanding L2 Learners＇ Difficulties in Listening Comprehension

This paper is prompted by a ＂strange phenomenon＂ in L2 teaching and learning as related to listening： it is regarded as ＂easy＂ by teachers, but ＂difficult＂ by students. The paper tries to analyze the difficulties encountered by the L2 learners in the process of acquiring listening skills and competence in an attempt to find out how these problems are related to classroom teaching, and their implications for pedagogical classroom practice.

Exploration of Students’Anxiety on English Listening Comprehension

Anxiety,as an emotional experience,has been paid more and more attention by linguists.It is an affective variable affecting second language acquisition,and has an impact on listening,speaking,reading and writing skills.Because Chinese students attach too much importance to grammar and neglect the improvement of oral listening skills,a large number of students have negative emotions of anxiety in the process of listening comprehension,which in turn plays a negative role in listening comprehension and affects students’learning interest and initiative.On the basis of understanding the problems existing in students’English listening comprehension,this paper analyses the causes of anxiety in the process of listening comprehension and puts forward some corresponding countermeasures.

Literature Review of Strategy Approach to Listening Comprehension

This article demonstrates a literature review of the strategy approach to listening comprehension. The article is to raise the awareness of listening strategy so as to further the research of ESL/EFL listening strategy and enhance the students' communicative competence.

Listening Comprehension Ability and Language Attitudes： American vs. British English

American English is predominantly prescribed as the primary English learning model at every educational level in Taiwan and limited attention is paid to other accents of English. It is therefore the intention of this paper to investigate whether Taiwan Residents EFL learners have difficulties understanding British English after years of instruction in American English, and to identify differences between learners＇ attitudes towards these two varieties of English. EFL learners from two universities were randomly assigned to American and British English groups and required to listen to short texts recorded with either American or British accent. An independent simple t-test showed that no significant differences were found in listening comprehension scores, but responses on questionnaires revealed significant differences in attitudes towards American and British English. The influence of long-term instruction in American English was evidenced. Based on these findings, suggestions are provided for English language teaching in Taiwan and implications are drawn for the concept of English as an International Language （ELL）, that in order to pursue successful international communication with people of various native languages, EFL learners need to experience various accents of English.

Improving non-English majors' listening comprehension through strategy training

Listening is an important part in the second language learning process,so how to improve students’ listening comprehension especially for non-English majors becomes a main concern to teachers.For this purpose,a targeted listening strategy training was conducted in listening classes.Test results manifest that sixty participants get more or less improvement in their listening comprehension after receiving a strategy training every two hours over ten weeks.Low and middle achievers make relatively more progress than high-achievers.Interviews also indicate that high achievers use top-down strategies more than low achievers in listening process,while low achievers employ more bottom-up strategies than high achievers.This indicates that effective strategy training in listening class could enhance students’ listening performance.It is hoped that this study could give some insights to the future listening teaching.