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d received great attention from scholars abroad and at home.As for what kind of theories should be used to developing students’ listening ability,different scholars hold different opinions. Constructivism claims that reality is constructed by the knower based upon mentalactivity. Humans are perceivers and interpreters who construct their own reality throughengaging in those mental activities...，thinking is grounded in perception of physical andsocial experiences, which can only be comprehended by the mind. What the mindproduces are mental models that explain to the knower what he or she has perceived.... Weall conceive of the external reality somewhat differently, based on our unique set ofexperiences with the world and our beliefs about them.Bednar, (1991: 91) elaborates further:...the learner is building an internal representation of knowledge, a personalinterpretation of experience. This representation is constantly open to change, its structureand linkages forming the foundation to which other knowledge structures are appended.Learning is an active process in which meaning is developed on the basis of experience....Conceptual growth comes from the sharing of multiple perspectives and simultaneouschanging of our internal representations in response to those perspectives as well asthrough cumulative experience.Consistent with this view of knowledge, learning must be situated in a rich context,reflective of real world contexts, for this constructive process to occur and transfer toenvironments beyond the school.
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2.2 Movie and Listening Ability
In recent years, multimedia as a kind of advanced teaching media has been widelyused for English listening ability developing. With the help of multimedia equipment,more and more teachers begin to use English video clips as listening materials. There arelots of researches in this area.Brett (1996) used multimedia for students' listening ability developing. He used videobased CD—ROMs as listening materials. There were 107 undergraduates participated theresearch. They feel very interest in the new teaching approach. Judging from the researchresults, it could found that the video-assisted listening ability teaching mode is warmlyreceived by students. They believed that the new listening instructional mode couldimprove their learning interest and build up a relaxing learning atmosphere. Brett (1997)made further research on computer-assisted listening teaching. He divided the participantsinto two group. Teachers used traditional pedagogical tools in one group and use computerin the other group. Students who used computer could get annotation and on-line feedbackwith the help of the computer. Students in the other group could only listen to the tapecassette. Results showed that students using computer could performed better in the test.
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Chapter Three RESEARCH METHODS..... 13
3.1 The Basic Research Method ...... 13
3.2 Research Subject.... 13
3.3 Data of the Research ........ 13
3.4 Research Procedure .... 17
3.5 Statistical Procedure for Data Collection....... 20
3.6 Limitation and Solutions....... 21
Chapter Four RESEARCH RESULTS........ 22
4.1 Vocabulary and Comprehension Tests ...... 22
4.2 Interview...... 24
4.3 Questionnaire.... 25
4.4 Suggested Findings..... 27
4.4.1 Multiple Input ....... 28
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