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摘要：From these years' CET-4, we can learn that the listening comprehension of non-Englishmajors is rather poor. And the percentage of listening comprehension is much higher andtakes up 35% of the total scores.

Chapter One Introduction

1.1 Background of the Study
Listening, speaking, reading，and writing are the four basic skills for English language learning. Among the four basic skills, listening is a skill integral to overall communicative competence. Moreley (1991) asserts that “the importance of listening cannot be under estimated; it is imperative that it not be treated trivially in second and foreign language curricula". It plays a vital role in.daily communication. First, because the natureof human language. Most languages have two forms in the world: the spoken form and thewritten form. We can see the priority of the spoken form of language from the history ofthe language development. As we know, oral communication involves two language skills: speaking and listening, which are closely related to each other. Speaking and listening areboth necessary. Speaking is the beginning of the communication and is regarded as theproduction of language while listening is the comprehension of the produced language.Without speaking, the communication cannot begin, but without listening, speaking ismeaningiess, because the communication cannot be maintained. Rivers (1986) thinks,“Speaking does not of itself constitute communication unless what is said is comprehendedby another person." Since listening is so important in daily communication, this thesisfocuses on the improving the listening proficiency by applying the cohesion devices.

1.1研究背景
听力，口语，阅读和写作是英语学习的四个基本技能。在四项基本技能中，听是一个不可分割的整体交际能力的技能。 Moreley（1991），“倾听的重要性，估计能上不能下断言，它必须保证它不会被视为平凡的第二外语课程”。它起着至关重要的作用。日常沟通。首先，因为本质的人类语言大多数语言在世界上有两种形式：口头形式和书面形式，我们可以看到，从语言发展的历史语言的口语形式的优先级。正如我们所知道的，口头沟通涉及两种语言技能：口语和听，这都是密切相关的彼此。说起和听都是必要的。说到是通信开始和被视为盲目经验性的语言同时听产生的语言的理解。没有说话，沟通也没有开始，但不听，说是毫无意义的，因为不能保持沟通。里弗斯（1986）认为，“口语本身并不构成通信，除非说什么是由另一人理解。”自从听了日常沟通是非常重要的，本文的重点是提高听力水平通过应用的凝聚力设备。

1.2 Purpose of the Study
From these years' CET-4, we can learn that the listening comprehension of non-Englishmajors is rather poor. And the percentage of listening comprehension is much higher andtakes up 35% of the total scores. Thus, the author presumes that the utilization of cohesiontheory can help the college students improve the English listening proficiency. Byimplementing the utilization of cohesion theory in listening teaching, the author conductsan action research on 75 non-English majors in Nanjing College of Information andTechnology.This study aims to investigate non-English majors' use of cohesion devices in theirlistening proficiency by means of action research.Besides the investigation of the correlation，it is also hoped that the study will alsoprovide English teachers with valuable information practical experiences on facilitating their instruction in teaching listening and encouraging them to use cohesion theory andoffering ways of doing similar research.
Based on the English methodology and the research of relevant project achievements,this thesis explores the impact of cohesive devices on listening comprehension by means ofaction research. And it is also hoped that the study will provide English teachers withvaluable information and practical experience on faciliating their instruction in Englishlistening teaching. Besides, the author wants to find some professional implications andpedagogical implications from data analysis and discussion to self-reflecting on the study.Finally, some suggestions will be given for further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。