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A Study on Asynchronous Listening Instruction in the EFL Context

Author: CaiYueSheng
Tutor: ZhangYingLin
School: Central China Normal University
Course: English Language and Literature
Keywords: EFL environment English Listening Teaching And on to the next Top-down Listening asynchronous teaching Independent samples T-test
CLC: H319.9
Type: Master's thesis
Year: 2007
Downloads: 162
Quote: 2
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Abstract

In the 1980s ago, people assume that reading and writing are language teaching tasks, listening and speaking skills are innate talent. People began to realize in recent decades to listening training in language teaching importance and there are many studies do not point back to Listening Teaching discussed. Many domestic and foreign experts have stressed to the bottom-up and top-down strategy of listening training strategy occupies important position. However, most of today's research is focused on the training of top-down strategy, the right to the bottom, there are few studies on the strategy. Foreign Experts have pointed out in recent studies, top-down strategy has been to emphasize the role of bottom-up training has been underestimated. Researchers also believe that our domestic excessively emphasized the importance of top-down strategy, yet to the next and previous training as a taboo. In the past studies, Mention to the next and previous training, is generally recommended for basic voice training or kind of practice. Not a research training as a bottom-up approach of listening training subject, teaching throughout the hearing. This study presents an asynchronous teaching English listening mode (Asynchronous Listening Instruction referred ALI) concept. And its in EFL (English as a Foreign Language) environment and explore the effectiveness of empirical research. The Listening Teaching training as well as bottom-up basis, while allowing students to understand and apply in practice, top-down strategy. In this early stage of research, carried out a study of 52 college freshmen preliminary investigation. The results showed that, on to the next while the low processing power will largely affect the top-down strategy of play. In the EFL environment, because students in extracurricular daily lives rarely have the opportunity to practice listening, so the hearing classroom, they are more than living in ESL (English as a Second Language) environment English learners need more time come in contact with the English language itself. In the EFL environment, and on to the next hearing training in listening teaching is of great significance, it is the top-down strategy successfully implemented foundation. This study proposes two hypotheses: (1) to accept students from a subjective listening asynchronous teaching model; (2) in the EFL environment, listening asynchronous teaching model is effective. In this study, a sample of 130 non-English major freshman. They are divided into two classes according to specialty. One of them is randomly designated as experimental classes, and the other is the control class. Experimental class at the end of the experiment, received a questionnaire. Purpose of the survey is to get the students and the traditional teaching model for ALI Listening Teaching comparative assessment to verify the authenticity of the first hypothesis, namely whether students can undergo a hearing from the subjective asynchronous teaching. Experimental classes and control classes also accepted the experiments before and after comparison tests to verify the authenticity of the second assumption, namely inspection ALI Listening Teaching in EFL environment is valid. Through questionnaires and tests to collect data were processed using SPSS software. Questionnaire survey showed that students with hearing asynchronous teaching evaluation and hearing their traditional teaching methods evaluate significant differences exist between. Hearing of the average asynchronous teaching were significantly higher than the traditional teaching of the average hearing. Experiments before and after the test results show that before the experiment, two classes of hearing levels were not significantly different; But in the end of the experiment, two classes of hearing test average there was significant difference: the experimental class, the average score was significantly higher than the control class results. This research was supported by the following conclusions: Students generally welcomed hearing asynchronous teaching model; in EFL environment, listening asynchronous teaching model is effective.

A Study on Asynchronous Listening Instruction in the EFL Context

Abstract

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