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1.1 Research background
从语法翻译法与重心转移到音频语言的方法，自20世纪50年代以来，越来越多的研究人员已经开始研究在语言学习中的听力理解。如今，随着快速的发展历程交通和通信类，听力能力与交际能力成为外语教学领域的一个热门话题。此外，在第二语言习得的过程中，听是听，说，读，写的顺序的主要技能。努南（1998）主张听是语言学习的基本技能。不听技能，学习者永远也学不会进行有效的沟通。因此，听力理解是一个复杂的过程，在第二语言能力的发展至关重要。Since the 1950s, with a shift of focus from Grammar translation Method toAudio-lingual Approach, an increasing number of researchers have begun to examinelistening comprehension in language learning. Nowadays, with the rapid developmentof transportation and communication, listening ability related to the communicativecompetence has become a heated topic in the field of foreign language teaching.Besides, in the process of second language acquisition, listening is the primary skillwith the sequence of listening, speaking, reading and writing. Nunan (1998) advocateslistening is the basic skill in language learning. Without listening skill, learners willnever learn to communicate effectively. Therefore, listening comprehension is acomplex process and crucial in the development of second language competence.
尽管总协定的重要性听力，中学英语教学实践中的观察发现，听力技能的教学在语文教学过程中仍然是薄弱的。首先，“教学测试”的影响下，许多教师进行听力类的传统方式，而忽略开发学生听课的理解能力的重要性。可以用传统的方式如下所述。教师播放录音机，要求学生做练习。之后，正确的答案是，没有任何解释或指导听力技能。都为整个教学过程中，老师玩，什么也不录音机，教学，但状态并没有听测试学生的听力能力。教师专注聆听，而不是听的过程中所取得的成果。对待学生作为被动接受者声音。其次，在传统类的听力材料是不是正宗的和不合适的。例如，一些听力材料中提取一些书面文本，这是缺乏口语的特点。因此，学生习惯于这种缓慢而清晰的英语，并发现它很难适应现实生活中的倾听。约翰场（1998:56-90）指出，这种传统领听力的教训贡献什么，但有碍学生的听力水平的提高，这种类型的听力教学中违反认知规律In spite of the general agreement on the importance of listening comprehension,observations of school English teaching practice has found that the teaching oflistening skills is still weak in language teaching process. First of all, under theinfluence of “teaching for the tests”, many teachers conduct listening comprehensionclasses in the traditional way, which neglects the importance of developing students’listening comprehension capability. The traditional way can be described as follows.Teachers play the tape recorder, asking students to do exercises. After that, correctanswers are provided, without any explanation or instruction of listening skills. Duringthe whole teaching process, teacher does nothing but play the tape recorder, which isnot listening teaching but testing students’ listening ability. Teachers focus on theoutcomes of listening rather than the process of listening. Students are treated aspassive receivers of sound. Secondly, the listening materials in the traditional classaren’t authentic and unsuitable. For example, some of the listening materials areextracted from some written texts, which is lack of the features of spoken language. As a result, students get used to this kind of slow and clear English and find it hard toadjust to the real-life listening. John Field (1998:56-90) notes that such conventionallistening lessons contribute nothing but hindrance to the improvement of students’listening proficiency, for this type of listening teaching violates the cognitiveregularity

1.2 Research question
The ultimate aim of this research lies in nothing else but to propose some principlesof how to integrate the frame theory into listening teaching practice. A new model oflistening teaching based on frame theory is proposed. An empirical study, which lastedfor three months, has been conducted to testify the feasibility and effectiveness of theteaching model proposed by the author. Thus, the main concern of this study 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。