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摘要：Although experts have advocated the teaching in small class, the class with sixty orseventy can still be seen in most countryside and medium-sized cities even in big cities, whichhave been inappropriate to the listening lesson.

with anxietycan not grasp the main idea through their old method. So they will be frustrated bitterly andgradually become unconfident.

Chapter 2 Literature Review

The listening teaching has been studied by many linguists and psychologists. Somescholars regarded the importance of using schema theory in English listening teaching;someone put forward the relevance theory as a guide to listening teaching; there are also somecases which discuss the English listening from the perspective of pragmatics. In this thesis,based on the previous experts’ studies, the author would emphasize that the knowledge ofcontext is significant to guide the students to listen, in the process of which they can establishthe context in the mind through the associative inference.It is necessary to review the literature of the previous study findings for the currentresearch. This chapter mainly introduces the contextual model, including its definition,classification and function and the present research situation. At last the author demonstratesthe relationship of context and English listening teaching.

2.1 The Overseas Studies on Context
Many fields such as philosophy, linguistics, psychology and sociology have engaged inresearching the context. Some early philosophers to some extent believed that the meaning ofthe sentences and paragraphs depend on the context. However, they only regarded the contextas co-texts or contexts in the text that happened in previous and following utterances.In the context of the history, Malinowski, a Polish professor of anthropology, is the firstperson to propose the concept of context. He regarded that words and the environment wascombined together with each other closely, and the language environment was essential forunderstanding the language. Fatherly, Malinowski (1923) also attached the importance ofsituational context to understanding utterances, and said that “utterances and situation arebound up inextricably with each other and the context of situation is indispensable for theunderstanding of words”. He accounted that it was necessary to provide information of culturebackground, and to give the enough immediate environment of the utterance simultaneously.He argued that the participants’ background culture involved in different cultural historydetermines the quality of interaction, not only the information of the words, sounds, and tone in the event but also the situation they were exposure to.

Chapter 3 Theoretical Framework........... 31-36
    3.1 Relevance Theory ...........31-32
    3.2 The Affective Filter Hypothesi........... 32-36
Chapter 4 Research Design........... 36-48
    4.1 Hypothesis and Purpose ...........36-37
    4.2 Subjects...........37-38
    4.3 Instruments...........38-40
        4.3.1 Questionnaire........... 38-39
        4.3.2 Test........... 39-40
        4.3.3 Items Analysis........... 40
    4.4 Research Procedure........... 40-42
        4.4.1 Questionnaire on the Present Situation...........41
        4.4.2 Pre-test........... 41
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