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Chapter One Introduction

1.1 Research Background
Listening, speaking, reading and writing are the four important parts in language learning.Research shows that adults spent 40%-50% of communication time for listening, 25%-30%speaking, 11%-16% reading, and about 9% writing. Listening is the largest part in Englishcommunication. Therefore, the importance of listening can be reflected from the statistics andthe teaching of listening in colleges or universities, and it should be regarded as the key task.Psycholinguists believe that listening comprehension is a course of information processingthat purposefully perceives, analyzes and applies the newly heard information using the originalinformation stored in the brain. Listening teaching process aims to enable students to understandthe speaker’s intention accurately and master effective language communicative ability ratherthan only require the students to understand a single word or a sentence. In routine Englishlistening teaching classes, teachers seldom teach the students how to listen to the material, butmore often just “pour” a huge number of listening materials to students, believing that theywould get the listening skills naturally after finishing these tasks. Most teachers always followthis kind of teaching process: first giving students the listening materials and asking them to doexercises, then giving students the right answers and comments, and at last asking them to do theexercises again. In the long run, students would find this teaching model boring and it won’tsolve their confusion in the listening, and therefore they will lose the interest in this monotonousteaching model. For the above mentioned reason, listening in college English teaching has beenthe “bottleneck” in China for many years. There hasn’t been an effective way or model toimprove students’ listening comprehension proficiency yet. For most of the students, listening isalways a weak link in their English study.
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1.2 Purpose of the Study
Most educators take for granted the efficiency of note-taking and encourage learners to takenotes. Nevertheless, when they are bombarded with questions like what should be taken down,they, in most cases, will give instructional prescriptions according to their personal experience orintuition, or even worse, some of them are not sure of the so-called “what and how” questionsthemselves. Thus learners are bewildered about what kinds of notes are considered as good notesand how to take good notes. In a very long period of time, people have had no definiteconclusion about the effectiveness of note-taking activity. In classroom teaching process, therehave appeared improper behaviors about taking notes, such as depending heavily on the notes,completely putting aside the notes or writing down notes inappropriately.The occurrences of these above phenomena prove the significance and necessity of carryingon the research of note-taking strategy. Therefore, educational psychologists began to researchon it systematically since 1970s. Especially in recent years, due to the continuous developmentof cognitive psychology, it gave the study a new aspect of research. Researchers have no longerconsidered taking notes as a simple educational phenomenon, but they treat it as a subject ofcognitive psychology and pay more attention to its value of information processing. (YangZhaoning, 1988)
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