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Chapter Two Literature Review

2.1 Previous Studies of English Listening Teaching
With the economic globalization waves sweeping China, English becomes an essentialtool for people to communicate with others and plays a significant role in our social,economic and cultural life. In the process of teaching English, listening is the first step incommunication, which is always regarded as the basic skill for students. Statistics of PaulRankin show that listening accounts for 45% in normal communication, which indicateslistening comprehension is the most essential ability of the four fundamental skills.Many scholars have done plenty of researches on listening teaching. In the 1940’s andthe early 1950’s, the Audio-lingual approach was regarded as the most effective method inlistening teaching. During the 1970s, listening pedagogy largely emphasized bottom-uplinguistic processing. It is during this period that cognitive psychology began to focus on theindividual as an active processor of linguistic input. In the 1980s and 1990s, the status oflistening began to change since applied linguists began to benefit from the findings ofcognitive psychology. They borrowed the concepts bottom-up and top-down processing fromthe fields of cognitive psychology and applied them to language learning. From 1980s to1990s, a lot of scholars highlighted the important role that listening plays in languageacquisition. In china, many scholars studied the listening teaching from the psychological andcognitive perspective. Such as Wang Wei (1991) concretely analyzed the subjective andobjective factors that affect listening comprehension; Wang Xingquan (1991) applied theSchema theory to interpret the listening teaching and improve students’ listeningcomprehension.
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2.2 Previous Studies of Conversational Implicature in Listening Teaching
Since the theory of Conversational Implicature has been put forward by H.P. Grice in hislectures “William James Lectures” at Harvard in 1967, its development has gone throughthree stages: build the theory，revise the theory and reconstruct the theory. CooperativePrinciple is the main content of Conversational Implicature, Grice (1975) proposed aconversation should obey the cooperative principle and observe four maxims. Levinson hasnamed these related theories of Conversational Implicature “Classic Gricean ConversationalImplicature”. Grice’s conversational implicature theory has been developed in subsequentworks, such as Sperber and Wilson’s Relevance Theory (1986/1995), Leech’s PolitenessPrinciple (1983), Horn’s Two Principles (1984) and Levinson’s Three Principles (1983).Scholars have explained these related theories based on Grice’ conversational implicature andsummarize them into “Neo-Griean Conversational Implicature Theory”.
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Chapter Three Theoretical Framework...... 9
3.1 The Theory of Conversational Implicature ....... 9
3.1.1 Co-operative Principle......... 10
3.1.2 Violation of maxims ...... 12
3.1.3 Characteristics of the Conversational Implicature ........ 14
3.2 Neo-Grice Conversational Implication Theory..... 22
3.2.1 Leech’s Politeness Principle...... 23
3.2.2 Horn’s Two Principles ........ 25
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