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2.1 Basic concept
Since 1960s some people began to do research about obtaining the foreign language abilitymechanism and combined linguistics, neurolinguistics, lingual pedagogy, sociology and othersciences to gradually form a new science called Second Language Acquisition. Second LanguageAcquisition (SLA) refers to the process of mastering a language excluding the mother tongue underthe natural or guiding situation via consciously or unconsciously learning. Specifically speaking,there are two types: one is communicative SLA which is to learn the second language throughdirectly communicating with the one who says same language. The other one is class teaching SLAwhich is to learn the second language through teachers teaching in class.

Chapter 3 Theoretical Framework............ 19-31
    3.1 Krashen's SLA theory and computer multi-media...........20-25
    3.2 Cognitive psychology and computer multi-media...........25-29
    3.3 Conclusion........... 29-31
Chapter 4 Research Methods ...........31-34
    4.1 Research questions........... 31
    4.2 The basic situation of investigated students...........31-33
    4.3 Research instruments...........33-34
Chapter Five Results and Discussion........... 34-58
    5.1 Students' Necessary Cognition ........... 34-37
    5.2 The achievement of participating ...........37-39
    5.3 The satisfaction analysis of students ...........39-41
    5.4 The suitable founded curriculum analysis ...........41-44
    5.5 The students' class hour analysis ........... 44-47
    5.6 Students' textbook analysis ...........47-50
    5.7 The influential factors analysis ...........50-54
5.8 Students' attitude analysis ........... 54-58

Conclusion

SLA theory's appearance brings much new energy for language teaching practice, and bringsessential revolution and method for language teaching mode, while this paper probes computermulti-media assisted English listening teaching based on SLA theory development. After a series ofquestionnaires investigation on the spot, in the view of SLA theory, this writer comes to thefollowing conclusion:
1. Computer multi-media assisted English listening teaching richens English listening contentin class teaching and greatly enhances learners' “language input”.Computer multi-media assisted English listening teaching supplies various teaching contents. Itssound, cartoons, words, pictures and other contents all create a truer and closer learningcircumstance for learners, changing the old boring teaching way of teachers' teaching and students、listening, greatly richening the teaching contents of English listening class. Because most ofComputer multi-media assisted English listening material is the video materials with English filmsection, English news video, cultural video, etc. and their conversations are vivid with native tone, atthe same time learners can feel by themselves and through multi-media transferring they can contactwith each other and learn so that 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。