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1.1A Review of Researches on Listening Teaching Abroad
Previously, scholars did not pay much attention to listening and they justregarded listening as a passive skill while much attention has been paid to theprosodic pattern of spoken language and the habit formation in the language learningtheory.In the recent thirty years, listening comprehension teaching has drew more andmore people’s attention and people has realized that though foreign language learnershave made great progress in reading and writing skill, their listening ability was stillat a lower level. To some foreign language learners, it is easy for them to pass theexamination, but it is hard to communicate with others in the foreign language. Then,according to this phenomenon, scholars began to focus on listening teaching. In the1960s, James Asher created a classroom methodology. This method focuses onlistening and students were asked to do quantities of listening before they respondedorally.After that, three main stages of technological changes in teaching listeningemerged. The first stage is to recognize the code, which is influenced by thestructuralism linguistics. At this stage, students are trained to listen to isolated wordsor short sentences. This approach has obvious limitation, which disappeared in the1980s. The second stage is a sentence-oriented stage which requires students to focuson the form of the language and memorize the utterance. This approach is very hardfor students and it often makes students feel frustrated. In the last decade, the thirdstage has emerged, which is task-based teaching of listening. At this stage, studentsare required to carry out a task in which they have to listen to a short conversation andthen fill in a diagram. After that, students check a route on a map or correct mistakesin a text (Vivian Cook, 2000:79). Listening comprehension has been regarded as adynamic process, which is great progress in listening comprehension teaching.
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1.2 A Review of Researches on Listening Teaching at home
Western scholars’ research on listening comprehension teaching has a deepeffect on Chinese scholars and they do the research on this aspect just from the recentdecades.Many scholars have done researches on listening comprehension teaching butthey do that from different aspects. Some scholars focus on secondary school listeningcomprehension teaching, such as Wang Jianrong (2006). He finds that to improvesecondary school students’ listening comprehension ability, pragmatic theory could beapplied to their listening comprehension teaching class. Yu Tongxiang emphasizesthat teachers could improve secondary school students’ listening ability from theperspective of context. Zhou Guizhi (2006) proves that Relevance Theory could beused into high school listening comprehension teaching; Cao Shuqin suggests thatImplicature Theory should be applied to high school listening teaching. WangChunyan (2011) comes up with the model of developing Relevance-strategyPragmatic Awareness in listening activities.
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Chapter 2 Theoretical Discussion

2.1Indirect Speech Act Theory
Indirect language is very common in any language in the world and indirectlanguage is usually used in two different conditions: one is the speaker sayssomething indi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。