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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-23编辑:lgg点击率:3997
论文字数:36100论文编号:org201407091050565538语种:英语 English地区:中国价格:$ 66
摘要:In the primary school English listening teaching, the author found that thestudents had difficulty in comprehending long sentences while listening. Some oftheir English listening performance was not satisfied.
Chapter One Introduction
1.1 Background of the Research
Nowadays, the world is in the process of economic globalization andinformation. The communication among people in the world is becoming closer andcloser. English, as one of the most widely used languages, has become the mostimportant tool for international communication and technology, culture exchange.Listening is the primary means of linguistic input. With further deepening ofpeople’s communication, English listening skill is becoming more and moreimportant, which leads to be paid more attention in English teaching. Lewis(2002:vii) stressed that receptive skills, particularly listening, are given enhancedstatus.Penny Ur ( 2010: 111) pointed out that one of the learning difficulties inlistening comprehension is that the learner finds it difficult to “keep up” with allthe information he or she is getting , and cannot think ahead or predict. He or shefeels overloaded with incoming information. Qi Hui (2008b) indicated that “In mostcases, maybe they can recognize each word they hear, but they may not be able tohold all the words long enough in the working memory to interpret the meaning.”Lexical chunks are viewed as ideal units for foreign language learning.According to psychologists, they are the ideal ways to enlarge the capacity ofstudents’ short-term memory, and in this way to lighten the load of students’short-term memories and speed up their memorizing process. With the increase oftheir lexical chunks storage and their familiarity with lexical chunks, they canunderstand the language input more easily. In addition, lexical chunks facilitatetop-down processing of listening. Therefore, the author decided to take this researchto test whether the Lexical Approach has any effects on primary school students’English listening comprehension.
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1.2 Objectives of the Research
Compulsory Education English Curriculum Standards (2011edition) points outclearly that listening plays a principal role. It is the foundation of speaking, readingand writing. In the New Standards, English listening requirements of Grade Five inprimary school are: 1. be able to understand simple discourses or recording materialswith the help of pictures, photos or gestures. 2. be able to understand simple picturestories. 3. be able to understand simple questions in the classroom activities. 4. beable to understand commonly used instructions and requirements and be able tomake appropriate reactions. Lewis also stressed that receptive skills, particularlylistening , are given enhanced status. In the primary school English listening teaching, the author found that thestudents had difficulty in comprehending long sentences while listening. Some oftheir English listening performance was not satisfied. So the author decided to findan approach to help students improve their English listening comprehension. Basedon the theories of lexical chunks and information processing theory, the authorapplied the Lexical Approach to her English listening teaching. This researchintended to test whether the Lexical Approach can improve primary school students’English listening comprehension and to test whether the Lexical Approach canimprove primary school students’ lexical chunk competence.This study is an experimental research. A total of 90 primary school studentswere recruited in the experiment. Some feasi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。