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1、銜接理論在大學(xué)英語聽力教學(xué)中的應(yīng)用研究----大學(xué)英語教學(xué)論文-->ChapterOneIntroduction1.1BackgroundoftheStudyNoentsfortheprehensionofEnglishmaterials,inostsignificantationandknoportantforpeopletomunicateinsociety.Therefore,variousdomesticInstitutesofHigherEducation(hereinafterreferredtoasthe“IHEs”)haveattachedtr
2、emendousimportancetotheteachingoflistening.UniversityteachersofEnglishareincreasinglyobligedoreeffectiveteachingmethodstoimprovethestudents’listeningprehension.From2004,theMinistryofEducationofChinainitiatedareforminEnglishteachinginChineseIHE,inationsofCET-4andCET-6,ajorexamsofEngl
3、ishproficiencyforundergraduates.Theobjectiveofsucharadicalreformisthenurturingofstudents’municativeskills.DespiteadrasticreformandashiftinEnglishlisteningprehension,manystudentsstillfailtoperformanycases,althoughtheyknoeaningsoftheeaningsgrasptheeaningeffectivelyandquickly.……..1.2Pu
4、rposeoftheStudyThispaperaimstoclarifytheimportanceofcohesiontheoryontheteachingoflisteninginEnglish.Inalisteningclass,teacherscanusethecohesiontheorytoguidestudentsonhoeaningoftheelythecohesiontheoryincludingfivecohesivedevices,explicitcohesivedevicesandimplicitcohesivedevices,theyc
5、angraspthemainideasduringlisteningthoughtheyfailtounderstandthemeaningofeach2010-2014inordertosummarizetheimportanceofcohesivedevices.Hence,oretimeontheexplanationofcohesivedeviceseenlightenmentstoteachersanydifferentversions.O'MalleyandChamot(1989:420)s-->tatethatlisteningisanactiv
6、eandconsciousprocess.Brop;Yule(1983:1-4)areconvincedthatlisteningisaprocessofunderstanding.Listeningimpliessomeconsciousattendingtothemessageofainfeatures.Thefirstfeatureisthatlisteningisapositiveprocess,duringeaningemoryrelatedtoation.ethodology.........274.1ResearchQuestions....27
7、4.2DataCollectionofDifferentCohesiveDevicesUsedinCET-4.........274.3Experiment..........274.4DataCollection..........31ChapterFiveAnalysisandDiscussion......335.1AnalysisoftheUseofCohesivedevices..........335.2DiscussionofthePre-testandPost-test..-->.......395.3DiscussionofQuestionn
8、aires..........425.
