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Chapter 1 Introduction

1.1 Background of the Study
As one of the four skills (listening, speaking, reading and writing) in language learning, listening is the most basic. In light of Mendelsohn’s (1994) research, people spent at least 42% of the time in listening in real communication, while the time spentin speaking was 30%. However, listening has been ignored for a long time, compared to the other three skills, until Krashen (1988) high lighted the role of listening in his input hypothesis in the 1980s.

1.1研究背景
作为四项技能（听，说，读，写）语言学习，听是最基本的。门德尔松（1994）的研究，人们花了至少42％的时间在实时通信监听，而所花费的时间在说话为30％。然而，听着已经被忽略了很长一段时间，相比其他三个技能，直到克拉申（1988）高点燃听的作用，他在20世纪80年代的输入假说。

According to input hypothesis, learning cannot begin when there is no intelligible input at the appropriate level. Therefore, the importance of listening has been attached since listening supplied the considerable input for language learning. In recent years, listening comprehension attracts much attention in English teaching and testing in China. In English lessons, much more time has been taken for listening practice. In addition, listening comprehension plays an important role in English examinations, for the part of listening comprehension is 10%-20% percent ofthe whole examination for Chinese learners. With the development of listening comprehension in language teaching and learning for EFL, how to gain high listening scores and how to improve listening proficiency become hot issues in the research field. Many researchers have conducted experiments on the factors that could influence the performance of listening comprehension. The factors include text genre, question type, visual cues (video), question preview, and the length of text, etc. Shohamy & Inbar(1991) got the result that the students gained different listening scores when texts were presented in different genres. Teng (1998) found that test-takers had different listening performances when the question types for the text were different. Best performance was gained in the condition of multiple-choice, followed by the short-answer questions, and the worst performance appeared in the close test. Pan (2003) concluded that question preview before listening was efficient in listening comprehension and most of the test-takers preferred question preview. 

根据输入假说，不能开始学习时，有没有可理解的输入在适当的水平。因此，听力的重要性已受到重视，因为听提供了相当的学习语言的输入。近年来，听力在英语教学和测试在中国备受瞩目。在英语课，时间更已采取听力练习。此外，听力理解起着重要的作用，在英语考试中，听力部分是整个考试为汉语学习者的10％-20％。随着时代的发展，在语文教学中的听力理解和学习英语，如何获得高聆听分数和如何提高听力水平成为研究领域中的热点问题。许多研究人员进行的实验的因素可能影响听力理解的表现。这些因素包括文本体裁，问题类型，视觉线索（视频），预览的问题，以及文本的长度，等Shohamy与国际竹藤组织（1991年）得到结果，学生获得不同的听音分数文本呈现在不同的流派。腾（1998）发现，测试者有不同的听音表演的问题时，不同类型的文本。获得最佳性能的条件选择题，简答题，封闭测试中出现的最差表现。潘（2003年）得出的结论是听前预览问题是有效的听力，大部分测试者的首选问题预览。

In the past decades, cognitive load theory (CLT) received its development and hasbeen used in instructional design to assist language learning. The theory is based onthe limitation of working memory, so cognitive overload which interferes with learningalways happens when the information processed exceeds the capacity of workingmemory. If the cognitive load produced in the process of listening comprehension exceeds the total cognitive load of working memory, the cognitive overload will appear,that is learners can only understand some words and sentences but not the wholepassage. Learners will lose interest in listening practice when there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。