英语论文网

tly they do the intensivelistening till they are clear about the materials and the answers (Peng Canhui, 2007).It can be seen that the traditional way of listening teaching always puts moreemphases on words, grammar and pronunciation, but seldom pays attention to theuse of language. Leech G (1983: 14) believes that we cannot really皿derstand thenature of language itself unless we understand pragmatics: how language is used incommunication. Therefore due to this reason, an important problem the non-Englishmajors face is that they have difficulties when it comes to the real meaning of thelanguage user, especially when they do the listening comprehension, a lot of themexperience a hard time in grasping the implied meaning of the speaker andanswering the questions, even though they can understand what the speaker sayswhen hearing one sentence.However, at the same time, questions which need the learners to understand theimplied meaning are quite common to see in all kinds of tests. Such questionsinclude "what does the men/women mean?", "what does the conversation imply?","what do you know from the conversation?", "what can we infer from theconversation?" etc. Through studying ten sets of CET-4 listening test papers (fromJune 2005 to December 2010), it is found that of all the fifteen conversationalquestions, at least three in each paper need the speaker to infer the implied meaningof the conversation. And such questions take up seven in the papers of December2009 and June 2010, which is almost one half of the whole number. These questionsrequire students to make inference from what have been said, thus undoubtedly,students need to make more efforts to work out the answers than other questions.Therefore, here the author selects the Conversational Implicature Theory inpragmatics because it is such an integrated theory and many studies have been doneon it. Leech (1983) considers that the proposition of Grice's ConversationalImplicature fulfilled the transition from meaning to implicature, which was a greatbreakthrough in pragmatics study and offered an explanatory theory for the study ofhuman's speech communication. Besides, this theory is aimed at betterunderstanding of the conversational implicatures. The researcher tries to use alistening teaching approach based on the Conversational Implicature Theory, withthe purpose of finding a more efficient approach to teach English listening in collegefor non-English majors. At the same time the author tries to find the reason why thisteaching approach could have such effect.

1.2 Research Significance研究意义
So far, many efforts have been done by researchers to change the currentsituation of listening teaching, but it still faces a lot of problems. Based on thissituation, this research tries to apply the Conversational Implicature Theory to theEnglish listening teaching for non-English major sophomores. Through applicationsof this theory, the objective is to strengthen students' inferential ability, then tounderstand what the speaker says better and answer the questions much easier. Thesignificance of this research lies in that it will provide a more effective pedagogicalapproach of teaching English listening in college, which is based on theConversational Implicature Theory.

1.3   Research Questions研究的问题
Through an experimental study, this research attempts to identify the mai本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。