In English language teaching, learning strategies are essential for improving students＇ learning efficiency as well as cultivate students＇ ability of self-regulated learning; and metacognitive strategy is of such st...In English language teaching, learning strategies are essential for improving students＇ learning efficiency as well as cultivate students＇ ability of self-regulated learning; and metacognitive strategy is of such strategies, which has attracted many language teachers＇ attention. However, not many research have focus on listening teaching on the level of senior high school in China's Mainland. This research is to fill in this gap with an introduction to listening strategies in metacognitive strategies and a sample of listening class design.展开更多
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 w...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.展开更多
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 plann...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展开更多
English is now, as a universal language, the main tool for communication among people all over the world. The English listening and speaking ability is the key to it. But the status-quo of Chinese student＇s English l...English is now, as a universal language, the main tool for communication among people all over the world. The English listening and speaking ability is the key to it. But the status-quo of Chinese student＇s English listening and speaking ability is disappointing. This paper tries to analyze the necessity of improving their English listening and speaking ability and put forward some strategies on it based on MOOC which includes teaching online and teaching offline.展开更多
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 liste...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.展开更多
One of the challenges in foreign language teaching, specifically teaching listening skill, is to create a low-anxiety classroom environment, since many learners believe listening induces anxiety. This study compares l...One of the challenges in foreign language teaching, specifically teaching listening skill, is to create a low-anxiety classroom environment, since many learners believe listening induces anxiety. This study compares learners＇ anxiety in two different classrooms in which learners were instructed by two forms of artifacts： materializing and verbalizing. The Foreign Language Listening Anxiety Scale （FLLAS） scores before and after a 13-week experimental treatment course were used to compare learners＇ anxiety before and after receiving intervention by two means. In this study, the lower score of anxiety was for the group which did verbalization practice in the class; however, both groups showed the same performance on listening test.展开更多
文摘In English language teaching, learning strategies are essential for improving students＇ learning efficiency as well as cultivate students＇ ability of self-regulated learning; and metacognitive strategy is of such strategies, which has attracted many language teachers＇ attention. However, not many research have focus on listening teaching on the level of senior high school in China's Mainland. This research is to fill in this gap with an introduction to listening strategies in metacognitive strategies and a sample of listening class design.
文摘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.
文摘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
文摘English is now, as a universal language, the main tool for communication among people all over the world. The English listening and speaking ability is the key to it. But the status-quo of Chinese student＇s English listening and speaking ability is disappointing. This paper tries to analyze the necessity of improving their English listening and speaking ability and put forward some strategies on it based on MOOC which includes teaching online and teaching offline.
文摘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.
文摘One of the challenges in foreign language teaching, specifically teaching listening skill, is to create a low-anxiety classroom environment, since many learners believe listening induces anxiety. This study compares learners＇ anxiety in two different classrooms in which learners were instructed by two forms of artifacts： materializing and verbalizing. The Foreign Language Listening Anxiety Scale （FLLAS） scores before and after a 13-week experimental treatment course were used to compare learners＇ anxiety before and after receiving intervention by two means. In this study, the lower score of anxiety was for the group which did verbalization practice in the class; however, both groups showed the same performance on listening test.
