The Effect of Autonomous- Assisted Classroom Teaching on College English Listening Ability Beijing...
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![Page 1: The Effect of Autonomous- Assisted Classroom Teaching on College English Listening Ability Beijing Institute of Tourism Fan Guangli phyllisfan@hotmail.com.](https://reader035.fdocuments.in/reader035/viewer/2022062720/56649f115503460f94c24695/html5/thumbnails/1.jpg)
The Effect of Autonomous-Assisted Classroom Teaching on College English Listening
Ability
Beijing Institute of TourismFan Guangli
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1 Introduction
The development of network-based multimedia technology brings opportunities to the teaching of college English listening course. Many journal articles are for the idea that traditional classroom teaching can not meet the versatile needs of the new era.
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Some (Tian, 2007, Cheng et al 2006) even set up zero class-hour teaching model, aiming at promoting students’ language ability and forming self-study habits. And Professor Su Dingfang (2004) proposes that autonomous learning can not merely be regarded as independent study.
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Phil Benson (2005) Practices associated with the development of autonomy can be classified under six broad headings.resource-based approaches, technology-based approaches, learner-based approaches, classroom-based approaches, teacher-based approaches.
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On the basis of analyzing
-- traditional listening course and autonomous listening practice
-- students background and their language base
-- requirement of their future work
the following 2 hypotheses are put forward:
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(1) The complimentary model is preferred to foster students’ listening ability when their English is relatively at lower level
(2) The combination of formative and summative assessment will enhance students’ self management and autonomous learning ability
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2 Methodology
2.1 Subject Non-English major 4 year full-time students, 54% art, 46% science. 36% as 1 priority, 20% as supplement, 44% has lower score.
Lower self assessment
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Table 1: Pretest Scores
06Management1
62 64. 57 63. 94 63. 5 87 35 52
06Management2
71. 55 63. 79 65. 86 67. 07 98 28 70
06Management3
61. 92 59. 42 56. 15 59. 17 80 28 52
06 Fi nance 61. 46 59. 58 63. 13 61. 39 70 38 32
06 Marketi ng 53. 82 57. 65 57. 06 56. 18 87 18 69
06 Food &Nutri ti on
64. 29 60. 36 66. 43 63. 69 87 42 45
Average High Low RangePretest 1 Pretest 2 Pretest 3
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2.2 measurement 2 pairs of tests and a questionnaire
2.2.1 Pre-test vs. Level 1 Final
Aims to decide the experimental group – 06 Management 3 (59) and 06 Food and Nutrition (64); and the control group – 06 Finance (61) and 06 Management 1 (64)
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Table 2: Level 1 Final
Total score 20 15 30 35Pass score 12 9 18 2106 Management 1 58 14 9 15 1906 Management 2 70 15 10 19 2706 Management 3 56 13 10 17 1706 Fi nance 55 14 10 16 1506 Marketi ng 45 12 9 10 1406 Food & Nutri ti on 57 14 9 17 16Average 57 14 9. 5 16 18
CompoundDictation
SpotDictation
Average Dialogue Passage
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2.2.2 Level II Mid-term vs. Level II Final
Level IIMid-Term
Level IIFinal Balance
AutonomousUnits Covered
ExperimentalGroup 56 60 4 26
Control Group 55 49 -6 23
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2.3 Questionnaire16 groups of multiple choice questions and 1 open question-- Starting year of their formal listening course-- Main approaches of English learning outside class-- Main strategies applied in learning listening-- Their self assessment-- Their attitudes towards autonomous listening and classroom teaching etc.
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44.1% no formal listening course
13.8% from senior high school
34.5% from middle school
7.6% from primary school
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2.4 Steps
2.4.1 preparatory steps
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Table 4: Range Analysis
06Manegement 1
06Manegement 2
06Manegement 3
06Fi nance
06Marketi ng
06 FoodNutri ti on
Low 35 28 28 18 38 42Range 52 70 52 69 32 45
Low 24 52 29 25 19 43Range 47 41 45 61 43 29
5 29 7 8 -11 16
High 87 98
Pretests
80 87 70 87
86 62 72
Balance
Final
High 71 93 74
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2.4.2 Implementation
Experimental group:
Normal class + after-class autonomous study
Control group:
Normal class every other week +
Autonomous study every other week
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2.4.3 Material
-- Listening
-- Role play
-- Oral practice
From Level 0 – Level 9
Each level has 15-20 units
Level 3-6 correspond to CET 1-4
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2.5 Assessment
Daily score 40% from self study
Mid-term 20% from outside school
Final 40% mostly from outside school
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3 Conclusion
-- More time to do listening
-- Form good self study habits
-- Higher score
-- Pay more attention to basic skills
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Weaknesses
Pretest vs. Posttest
Daily score
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References
(英)本森 . 自主性研究与教学 [M]. 北京 : 外语教学与研究出版社 .2005.11
程威,黄红娟 . 浅谈“零课时”听力教学模式 [J]. 当代经理人 .2006.21
束定芳 . 外语教学改革 : 问题与对策 [M]. 上海 : 上海外语教育出版社 ,2004
田仙枝 . 英语听力零课时教学中”卡片法”的渗透与思考 [J]. 中国成人教育 .2007.1
文军,朱国振,程艳琴,邢春丽 . 大学英语传统视听说教学模式和网络交互视听说模式的对比研究 [J]. 外语与外语教学 .2005.11
项军平 , 周光明 . 基于计算机和网络的大学英语听力自主学习实验研究 .[J] 湖南师范学院学报(哲学社会科学版) 2007.2
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Thank you!