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2.1 Memory and Listening Comprehension
Listening comprehension is a psychological process that human’s synthetic abilities areinvolved in. It is closely related with memory because vast quantities of information areprocessed in listening comprehension procedure. Chen Jitang (2002) points out that memory isthe precondition of comprehension in the process of receiving voice information. Atkinson R.Cand Shiffrin R.M in 1968 propose the multi-stored model of memory, which describes memoryin terms of information flowing through such a system: information is perceived by the senseorgans and enters the sensory memory; if the original information is attended and processedwithin one minute, it will enter the short-term memory; information from the short term memoryis transferred to the long-term memory only if that information is fully rehearsed. If rehearsaldoes not occur, then information will be forgotten, lost from short-term memory through theprocesses of displacement or decay.Listening comprehension is largely dependent on the capacity of short-term memory, for thereason that short-term memory is the work cell of information processing, and whether theinformation can be transferred from short-term memory to long-term memory is determined bythe intensity and frequency that information is processed in the stage of short-term memory.
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2.2 Relevant Studies of Note-taking
Jordan (1997) points out that the purpose of a lecture is to instruct the listeners, throughpresenting a coherently vast of information which is to be remembered; if the coherence ofinformation in the lecture can not be saved in mind, the lecture will become meaningless.Jordan’s viewpoint brings about a question that many researchers have been taking effort to solve,which is how to improve memory performance. As for this question, a commonly used method istaking notes. There is a general agreement between both mother language and foreign language educators that note-taking is a very important learning strategy. A survey conducted by Dunkel &Davy (1989) also supports this kind of viewpoint. Thus, in foreign language learning, it issuggested that learners will benefit a lot if they acquire the skill of note-taking.
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Chapter Three Research Methodology........24
3.1 Research Questions ....24
3.2 Subjects ....24
3.3 Instruments .....25
3.4 Procedures ......27
3.5 Data Collection and Analysis .......33
Chapter Four Results and Discussion .........37
4.1 Results of Pre-test and Post-test .........37
4.2 Results of Questionnaires.......45
4.3 Results of the Content of Notes....51
4.4 Discussion ......55
Chapter Five Conclusion ......60
5.1 Major findings of the study ....60
5.2 Pedagogical Implications .......63
5.3 Limitations of the Study .........64
5.4 Suggestions for Further Research ......65

Chapter Four Results and Discussion

4.1 Results of Pre-test and Post-test
Before the empirical study, a pre-test is held to explore whether all the subjects in EC andCC are at the same level of the listening proficiency. The Independent Samples T-test aims toshow there is no significant difference about students’ listening ability and no difference innote-taking skill between the two classes at the beginning o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。